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Read: " T he Death of the Moth " by Virginia Woolf How does Woolf incorporate symbolism in her essay? Writers use symbolic objects to represent ideas. These symbols take on different meanings that may be much deeper and more significant. What is her message in this essay, and how does she use this symbol to relay this message? Additional inf: need to write one or two paragraphs .

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Read the following quotes: And answer each Part in 2 paragraphs each. "Put yourself in the position of an up-and-coming artist living in early-sixteenth-century Italy. Now imagine trying to distinguish yourself from the other artists living in your town: Michelangelo, Raphael, Leonardo, or Titian. Is it any wonder that the Italian High Renaissance lasted only 30 years?" — Jerry Saltz "New needs need new techniques. And the modern artists have found new ways and new means of making their statements ... the modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture." — Jackson Pollock (American abstract-expressionist painter, 1912–1956) Part 1 A renaissance in a culture can be described as a "rebirth" a "new beginning," or "resurgence." In art, some of the periods of art are considered a "renaissance" of new stylistic choices that inspired artists. However, the culture at large can also be affected by a renaissance as architects, writers, musicians and other creative professionals embrace change. After reflecting on the quotes above, discus with classmates: What are your impressions of a "renaissance" or a "new birth" occurring in a culture? Can you think of a renaissance that has happened in the last 20 years in art, music, technology, or education? Part 2 What are your opinions of what can cause a renaissance? Is it always a good thing for a culture? Why or Why not? Is American society in a renaissance now? References Pollock, J. (n.d.). Retrieved from the Brainy Quote Web site: http://www.brainyquote.com/quotes/quotes/j/jacksonpol332830.html Saltz, J. (n.d.). Jerry Saltz quotes . Retrieved from the Brain Quote Web site: http://www.brainyquote.com/quotes/authors/j/jerry_saltz.html .

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Read the following essay from Becoming a Critical Thinker (p. 129). Create a 3-5 page (title page and references page not included) paper in APA format to substantiate your viewpoint (pro or con as it relates to the essay). Base your paper on the W.I.S.E approach (from Becoming a Critical Thinker, Chapter 2). Look for errors in thinking and explore viewpoints that are different from those expressed in the essay. Conduct research to support your viewpoint and include three references in your paper. How the Media Distort Reality TV and movie apologists are forever telling us that we have no business criticizing them because they are only holding a mirror up to reality. Many people buy that explanation, but they shouldn’t. It would be more accurate to say the media hold a magnifying glass to carefully selected realities—namely, the most outrageous and sensational events of the day, such as the tragic deaths of John F. Kennedy Jr. and Princess Diana, or the trials of celebrities such as O.J. Simpson, Kobe Bryant, and Michael Jackson. Consider how this happens. The first platoon of media people report the latest sensational story as it unfolds, squeezing each new development for all the airtime or newsprint it will yield. Meanwhile, agents and attorneys are negotiating the sale of movie and TV rights to the story. The sleazier the story, the greater the payoff. After the movie is produced, every situation comedy, detective show, and western drama builds an episode around the successful theme. In this way a single despicable, disgusting act—real or imagined—can generate months of sensational media fare. In short, the media exploit our social problems for ratings, feed us a steady diet of debasing material, celebrate irresponsible behavior, and then have the audacity to blame parents and teachers for the social problems that result. .

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Read the following information and understand the content, as you are going to be required to apply this information to three different passages: Paul-Elder Critical Thinking Framework Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components; two of which we will cover this semester: The elements of thought (Links to an external site.)Links to an external site. The intellectual standards (Links to an external site.)Links to an external site. According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking. Elements of Thought (reasoning) The "parts" or elements of thinking are as follows: All reasoning has a purpose All reasoning is an attempt to figure something out, to settle some question, to solve some problem All reasoning is based on assumptions All reasoning is done from some point of view All reasoning is based on data, information and evidence All reasoning is expressed through, and shaped by, concepts and ideas All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data All reasoning leads somewhere or has implications and consequences Universal Intellectual Standards The intellectual standards applied to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include: Clarity Could you elaborate? Could you illustrate what you mean? Could you give me an example? Accuracy How could we check on that? How could we find out if that is true? How could we verify or test that? Precision Could you be more specific? Could you give me more details? Could you be more exact? Relevance How does that relate to the problem? How does that bear on the question? How does that help us with the issue? Depth What factors make this difficult? What are some of the complexities of this question? What are some of the difficulties we need to deal with? Breadth Do we need to look at this from another perspective? Do we need to consider another point of view? Do we need to look at this in other ways? Logic Does all of this make sense together? Does your first paragraph fit in with your last one? Does what you say follow from the evidence? Significance Is this the most important problem to con.

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Read the following excerpt from " Understanding Digital Kids (DKs): Technology & Learning in the New Digital Landscape ," an article regarding learning today: Recently, there were two recent cover stories in Time Magazine: Their conclusion was that children today are different. In fact, based on what we now know from the neurosciences and psychological sciences, what we’re now beginning to understand is that children today are FUNDAMENTALLY different than we are in the way they think, in the way they access, absorb, interpret, process and use information, and in the way they view, interact, and communicate in the modern world because of their experiences with digital technologies. If this is the case, it holds profound implications for all of us personally and professionally (Jukes, 2008, p. 14). Reflect on this selection and respond to the following questions: What are your thoughts on this statement? Do you feel today’s learner has a different way of learning than in the past? Defend your position. In your future role, how will you use this information? What implications does this have for your future role? .

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Read the following edited U. S. Supreme Court case regarding student speech at a school assembly. Write a one-page legal brief based on your reading of the case. Use an abbreviated format of: Case, Citation, Facts of the Case, Question, Rulings, Rationale, and Implications. A sample of a case brief is located on page 28 of the Stader book. SUPREME COURT OF THE UNITED STATES 478 U.S. 675 (1986) Bethel School District No. 403 v. Fraser CHIEF JUSTICE BURGER delivered the opinion of the Court. We granted certiorari to decide whether the First Amendment prevents a school district from disciplining a high school student for giving a lewd speech at a school assembly. I On April 26, 1983, respondent Matthew N. Fraser, a student at Bethel High School in Pierce County, Washington, delivered a speech nominating a fellow student for student elective office. Approximately 600 high school students, many of whom were 14-year-olds, attended the assembly. Students were required to attend the assembly or to report to the study hall. The assembly was part of a school-sponsored educational program in self-government. Students who elected not to attend the assembly were required to report to study hall. During the entire speech, Fraser referred to his candidate in terms of an elaborate, graphic, and explicit sexual metaphor. Two of Fraser's teachers, with whom he discussed the contents of his speech in advance, informed him that the speech was "inappropriate and that he probably should not deliver it," App. 30, and that his delivery of the speech might have "severe consequences." During Fraser's delivery of the speech, a school counselor observed the reaction of students to the speech. Some students hooted and yelled; some by gestures graphically simulated the sexual activities pointedly alluded to in respondent's speech. Other students appeared to be bewildered and embarrassed by the speech. One teacher reported that, on the day following the speech, she found it necessary to forgo a portion of the scheduled class lesson in order to discuss the speech with the class. A Bethel High School disciplinary rule prohibiting the use of obscene language in the school provides: Conduct which materially and substantially interferes with the educational process is prohibited, including the use of obscene, profane language or gestures. The morning after the assembly, the Assistant Principal called Fraser into her office and notified him that the school considered his speech to have been a violation of this rule. Fraser was presented with copies of five letters submitted by teachers, describing his conduct at the assembly; he was given a chance to explain his conduct and he admitted to having given the speech described and that he deliberately used sexual innuendo in the speech. Fraser was then informed that he would be suspended for three days, and that his name would be removed from the list of candidates for graduation speaker at the school's commencement e.

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Read the following case study to inform the assignment: Case Study: April Grade: 4th Age: 9 April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression. Communication goals in IEP: April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials. April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials. April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials. Part 1: 3 Day Unit Plan Use the “3 Day Unit Plan Template” located on the College Education site in the Student Success Center to complete this assignment. Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state’s ELA fourth grade literacy standards specific to vocabulary acquisition and use. Include the following in the unit plan: Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section. Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section. Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression. Specifically, incorporate the following into the unit plan to meet April’s needs: The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning. Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1. Part 2: Rationale Provide a 250-500 word rationale that explains: Why the instructional choices specifically meet April’s needs. How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is app.

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Read the following Case Study and Answer the questions that follow. Mr. Munoz is a struggling young actor in Chicago who has battled alcoholism since approximately the age of 13 years. “There was a lot of fighting in our house when I was growing up,” he says. “Entering my middle school years, it just got worse,” he says. Mr. Munoz’s parents had violent fights. Although they were both very supportive of him, he cannot remember when they ever really got along. Still, Mr. Munoz was able to get through early adolescence as an honors student and starred on both the debate team and his school’s drama club. He even starred in an elaborate production of Shakespeare’s Richard III. “In our school,” he says, “if you were a drama club kind of kid instead of an athlete, you really had to prove yourself to be a real man to avoid getting picked on. I did that by drinking. We had lots of ways to sneak booze into the places we met, and it was kind of exciting at first. You’re 15 years old, you’re outside on a starry night in a big city, you’re with your friends, and there’s plenty of alcohol. It makes you feel like a big man.” Unfortunately, his parents never seemed to notice; therefore, Mr. Munoz never got help or encouragement to stop. “After high school, my stress—and the reasons I gave myself for drinking—got worse. Those good grades got me partial scholarships to some local colleges—but mostly for drama awards, which suited me fine. But when my parents found out I wanted to be an actor, they freaked out.” When Mr. Munoz refused to pursue prelaw, as his parents insisted, they withdrew all financial (and emotional) support, and they dissolved their marriage and household at the same time. “It wasn’t all bad,” Mr. Munoz says. “I used the best partial scholarship, stayed local, living with friends, and we all went to school part time and worked part time—mostly in bars. The party just sort of—yeah—continued.” Fourteen years later, Mr. Munoz is well known enough to “make a decent living” as an actor, teaching workshops on the side and waiting tables in the lean times. Half of his friends are now married and no longer trying to pursue acting. “As the loneliness has increased, so has my drinking,” he says. “I mean, I have friends, but I never married, so those old days are just gone. I never made it to the New York stage as I’d dreamed, so all I have of those old party days is the alcohol. Only the alcohol has remained available. It tastes like nostalgia, you know?” Because he started so young and because alcohol has played such a central role in his life, for the past 2 years, Mr. Munoz has already begun battling early stages of cirrhosis. “I sort of didn’t expect this until old age,” he says with a sad smile. “Imagine my shock.” He tells the nurse that he has not had a drink for 4 months. 1. Mr. Munoz was initially treated with neomycin, followed by lactulose. “The lactulose has worked better for me,” he says, “but it has some side effect.

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Read the following article "Silence Is Never Neutral; Neither Is Science". What claims are being made about the intersections of racism, research, and science? Have you heard about Henrietta Lacks (HeLa cells), James Marion Sims' research, or the Tuskegee experiments? Eugenics? What other historical or contemporary connections can you make? Have you seen the movie Get Out? What connections can be made between the film and scientific racism? .

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Read the following background on the time periods and societies in which Freud and Rogers lived. Sigmund Freud lived in a time of change that included a catastrophic world war that set the stage for an even bigger world war. Ten years after Freud’s birth in 1856, Austria went to war with Prussia in Germany. The result was the formation of the Austro-Hungarian Empire, which would expand and then disintegrate in the next 50 years. Freud was born into a wealthy, Jewish family and lived most of his life in Vienna, the Austrian capital. He would have been fully aware of the forces that marked profound changes in the 19th and early 20th centuries. He saw nationalist movements that destabilized the Austro-Hungarian Empire. World War I in 1914 was triggered by the assassination of Archduke Franz Ferdinand, the heir to the Austro-Hungarian throne. Consider that of the 7.8 million Austro-Hungarian forces that fought in the war, 90 percent (7.02 million) were causalities—killed, wounded, missing, or taken prisoner. (See the Optional Resource, WWI Casualty, and Death Tables, for these and additional statistics.) Freud also witnessed the rise of communism and fascism in Europe. When he died on September 23, 1939, Nazi Germany had invaded Poland and World War II had begun. As a Jew, he had left Vienna for England, where he died, to escape the Nazi threat. In comparison to the technology in the modern coffee shop, photography developed greatly in his lifetime, and the telephone was invented. But there were no computers or Internet or anything close to them. Telephones were not portable. And while there were hand-held cameras, they were nothing like the cell phone features of today. The Learning Resources on Carl Rogers provide background on his life. Note that he spent much of his early life living on a farm in the U.S. Midwest—the opposite environment from Freud’s urban setting in a major European capital—and initially went to college to study agriculture and then the ministry before becoming a psychologist. Born at the start of the 20th century in 1902, Rogers witnessed tremendous change and development in his lifetime. He was 14 when World War I began and 37 at the start of World War II, from which America emerged as a major world power. He witnessed the Nuclear Age and its arms race, and the Cold War between the U.S. and the Soviet Union for nearly 50 years following World War II. He also saw the Civil Rights Movement and the Women’s Movement in the United States. In terms of technology, when he died in 1987, there were digital cameras, mobile phones, and laptop computers, although not of the convenient size, speed, and multiple features of current devices. The Internet was in primitive use, although social sites like Facebook had not yet been founded. Reflecting on the settings in which Freud and Rogers lived and how they might view the following behaviors, choose one of these behaviors as the focus of your discussion Post a response .

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Read the following below: Students will choose a topic from the HIST 1301 course and create a digital historical timeline project on ClioVis. Topics for this course can include but not limited to Indigenous Groups, European Colonization, Early American Slavery, American Revolution, Westward Expansion, the U.S. War with Mexico, the Antebellum South, and the Civil War. Directions: Part 1: 1. Create a ClioVis Account. (User name is ssimo03 ) (PW is [email protected] #QWE ) 2. Create a Project, Title it, and add a brief (3 sentence) preliminary project description by following the YouTube Link on Blackboard. (instructions on how to do that in link: https://www.youtube.com/watch?v=ZjieZbKJhUI&feature=youtu.be) .

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Read the following articles: Censoring Student Newspapers: An Overview Student Newspapers Are Part of a Curriculum, Not Forums for Free Speech School Administrators Have No Right to Censor Student Newspapers Choose either of the two following arguments: School newspapers should be subject to censorship by faculty and/or school officials. Or School newspapers should have full First Amendment freedoms. Compose a short (1-2 page) essay addressing your chosen argument. Use any information you find valid to support your side. Use evidence and reason to support your argument. Avoid emotional appeals as much as possible. Write your essay in a Word document. Be sure to proofread for grammar and spelling. Include at least two sources in addition to those provided above. Add your sources in APA formatting on a separate page. .

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Read the following article, and answer the questions. (Upload a file with your answers before the submission deadline.) Cinelli G, Tollefsen T, Bossew P, et al. Digital version of the European Atlas of natural radiation. J Environ Radioact . 2019;196:240-252. doi:10.1016/j.jenvrad.2018.02.008 Digital version of the European Atlas of natural radiation.pdf Question 1: Visit the website of the European Atlas of Natural Radiation: https://remon.jrc.ec.europa.eu/About/Atlas-of-Natural-Radiation (Links to an external site.) Use EURDEP’s Gamma Dose Rates Advanced Map (listed under Real-Time Monitoring) to find the gamma dose rates in the following cities: Copenhagen London Paris Rome Warsaw Moscow Identify the cities with the highest and lowest dose rates. How many fold do they differ? Question 2: Examine the Annual Cosmic Ray Dose Map. Where are some of the highest hotspots for cosmic radiation exposure in Europe? Why is Norway’s cosmic radiation exposure so much higher than its neighboring country, Denmark? Question 3: Examine the European Indoor Radiation Map. Which small Central European country seems to have the lowest indoor radon levels? How does this country’s indoor radon levels compare with the World Health Organization’s recommended concentration limit for indoor radon? One might guess that this country’s lung cancer rate is among the lowest in Europe. Is it? Question 4: Compare the Indoor Radon Concentration Map to the Uranium in Soil Map. Are there any correlations between the two maps? Describe and explain. .

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Read the following article Body Ritual Among the Nacirema (L.docx

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Read the following article about the purpose of a liberal arts education and a Christian liberal arts education in particular: http://www.virtualsalt.com/libarted.htm The article makes several points about the ability to think clearly and effectively. This is sometimes called critical thinking. Here is a definition of critical thinking: Critical thinking is the process of evaluating information to reach logical conclusions and to guide decision making. This information can be gained through observation, reflection, or research. Once you have read the article, answer the following questions in a new thread: 1. The author makes 7 major points (each with its own Roman numeral) and several other points that support these major points. Select 1–2 of the author’s ideas that seem most important to you and write about how these ideas affect your life both now and in the future. If you allow yourself to be weak in 1 or more of these areas, how will that affect you? (200-word minimum) 2. How can a student at Liberty University be a willing participant in the development of the skills and abilities described in this article in his/her own life? (100-word minimum) Replies: Reply to at least 2 of your classmates’ answers to the questions above. (50-word minimum for each reply) Running head: Commitment to Professionalism 1 Commitment to Professionalism Annette Williams ECE671: Management and Administration of Early Childhood Programs Instructor Guevara March 23, 2020 Commitment to Professionalism - 1 - [no notes on this page] Commitment of Professionalism 2 A great passion of mine is to advocate for child abuse and neglect. Research shows that child abuse and neglect is a critical issue because it happens daily. The focus of my advocacy efforts is child abuse and neglect as I am passionate about the well-being and safety of all children. I would like to address the issue of abuse and neglect of children by their caregivers or any adult figure. Although some parents may have the means to provide adequate resources, they oftentimes fail to satisfy areas of needs with children that include but are not limited to compassion, respect, access to learning resources, proper food and clothing, protection and safety, good moral character development, love and much more. An example of a policymaker I would consult would be the Department of Children and Families (DCF). The Department of Children and Families would be first on my list to contact as they are easily accessible and ready for contact as they deal with child abuse, exploitation, and neglect directly. Furthermore, the Department of Children and Families are always open to providing information that will be useful on the topic and assistance with furthering knowledge on the processes and issues with child abuse and neglect. The strategies that will be used to gain support from the Department of Children and Families would include formally arranging a meetin.

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Read the following accounts of two different Vietnam veterans’ first visit to the Wall, the Memorial on which the names of all those killed in the Vietnam War are inscribed. “First Visit to the ‘Wall’ . . .” by Rex Rutkoski is a prose account; “Facing It” by Yusef Komunyakaa is a poem. Discuss the effect that genre has on the two authors’ descriptions; what does the poetic version do that the prose version does not? Use evidence from both accounts in support of your thesis. The essay should be approximately 500-600 words and should have a clear beginning, middle and end. FIRST VISIT TO THE “WALL” WILL NEVER BE FORGOTTEN (from WQED Vietnam Stories ) By Rex Rutkoski Dale Shultz was two years younger, but old enough to take part in our neighborhood games. Freeport Borough Field and its play areas often were the focal point for afterschool evenings and weekends and our summer days. In the winter, if we got there before the salt truck, the alley behind Dale’s house was great for sled riding. A good, slippery day would get us all the way to Third Street, maybe beyond, if we went down piggy-back, although we made sure we were extra cautious after we heard that Freddie down the block slid unhurt under the tail end of a passing car. I remember Dale as one of the nice guys. If there were arguments in our games, I don’t recall him being part of them. He was quiet, somewhat shy, somewhat, in those days, like myself. Because we were in different grades in school, I did not get to know Dale that well, but I liked him. Everybody seemed to like him. In 1970, our games became reality. In February of that year, as a belated college graduation and wedding present from the Army, I went to Vietnam. Dale, who also had enlisted, left on Mother’s Day. He volunteered for training in sniper school and ranked third in his class, earning a Bronze Star and Combat Infantryman Badge with the First Battalion of the 14th Infantry. He transferred to Chu Lai and two days before Christmas was killed in action when he stepped on a booby trap. Just as my wife and family were receiving word in Freeport that I would be coming home, Dale’s family and fiancée received a knock on their door from Army representatives letting them know that Dale also was on his way home. He had become the 71st Alle-Kiski Valley (Pittsburgh suburbs) serviceman to lose his life in Vietnam. I thought about Dale and those other men when I was in Washington, D.C, with my family a few weeks ago and we made our first visit to the Wall, the Vietnam Veterans Memorial. I wanted to go to the Wall for myself. Though it soon will be two decades since I spent a year in Vietnam, I’m still trying to come to terms with what that time meant. I wanted to go to the Wall for our children, too, so they might understand the impact of war apart from their school textbooks. I wanted them to understand it in the way the young boy we saw there that afternoon began to understand it when he asked his dad, “Are all those .

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read the Document on the sentencing of Ben F. Glisan Jr., former Enron treasurer. THEN READ the case involving three robbers—Al Lamont Daniels, 26; Mario Roshun Vital, 24; and Brian Keith Yancy, 27. Based on the above readings, prepare a Microsoft PowerPoint presentation of not more than 10- to 12-slides for a panel investigating sentencing disparities. When determining whether there was a sentencing disparity you must consider all aspects of the case that a judge would. These aspects include: Age of the defendants. Prior convictions of the defendants. Level of violence during the crime. Severity of the crime. Damages caused to the victims. Determine if the defendants, as a whole, in the street crime received a harsher or more lenient sentence than the defendant in the white collar crime. In the presentation, include an analysis of the appropriateness of the sentences in the two cases, considering all the aspects listed above and other considerations that you believe are important. Justify your decision. Add additional content in the Notes section. Support your responses with examples. Cite any sources in APA format. .

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Read The Death of the Moth by Virginia WoolfHow does Woolf inco.docx

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Read the Cyber Risk Report 2015 – Executive Summary and Report Preview the document (Hewlett Packard, 2015), and the article Surveillance programs may cost US tech over $35 billion and its competitive edge (Taylor, 2015). http://www.techrepublic.com/article/report-surveillance-programs-may-cost-us-tech-over-35-billion-and-its-competitive-edge/ (Links to an external site.) Links to an external site. Write a paper in APA format answering the following questions - Minimum Two Pages: 1.What were the top threats of 2014? 2.What threats do you think the future holds? References Hewlett Packard. (2015). HP Cyber Risk Report 2015. Hewlett-Packard Development Company, L.P. Taylor, B. (2015, June 29). Report: Surveillance programs may cost US tech over $35 billion and its competitive edge. Retrieved from TechRepublic: http://www.techrepublic.com/article/report-surveillance-programs-may-cost-us-tech-over-35-billion-and-its-competitive-edge/ Read the Cyber Risk Report 2015 – Executive Summary and Report Preview the document (Hewlett Packard, 2015), and the article Surveillance programs may cost US tech over $35 billion and its competitive edge (Taylor, 2015). http://www.techrepublic.com/article/report - surveillance - programs - may - cost - us - t ech - over - 35 - billion - and - its - competitive - edge/ (Links to an external site .) Links to an external site. Write a paper in APA format answering the following questions - Minimum Two Pages: 1.What were the top threats of 2014? 2.What threats do you think the future holds? References Hewlett Packard. (2015). HP Cyber Risk Report 2015. Hewlett - Packard Development Company, L.P. Taylor, B. (2015, June 29). Report: Surveillance programs may cost US tech over $35 billion and its co mpetitive edge. Retrieved from TechRepublic: http://www.techrepublic.com/article/report - surveillance - programs - may - cost - us - tech - over - 35 - billion - and - its - competitive - edge/ Read the Cyber Risk Report 2015 – Executive Summary and Report Preview the document (Hewlett Packard, 2015), and the article Surveillance programs may cost US tech over $35 billion and its competitive edge (Taylor, 2015). http://www.techrepublic.com/article/report-surveillance-programs-may-cost-us-tech-over-35- billion-and-its-competitive-edge/ (Links to an external site.) Links to an external site. Write a paper in APA format answering the following questions - Minimum Two Pages: 1.What were the top threats of 2014? 2.What threats do you think the future holds? References Hewlett Packard. (2015). HP Cyber Risk Report 2015. Hewlett-Packard Development Company, L.P. Taylor, B. (2015, June 29). Report: Surveillance programs may cost US tech over $35 billion and its competitive edge. Retrieved from TechRepublic: http://www.techrepublic.com/article/report-surveillance-programs-may-cost-us-tech-over-35- billion-and-its-competitive-edge/ Watch the following 4 Ted Talks (links below). 1.http://www.ted.com/ta.

Read the Cyber Risk Report 2015 – Executive Summary and Report Pre.docx

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Read the "Early Chinese Sources" on blackboard (see below). These are selections from four early Chinese authors, all of whom write about human nature, what values are most important to a society, and what relationship these values have to good government. Do these authors primarily agree or disagree? Why or why not? From your perspective, which of these points-of-view are best for effective government? Please take a clear position, using specific examples to support your answer. Consider this question in a 1.5 - 2 page essay, 12 point font. Due 2/14 Your papers will be graded on the following criteria: 30% Thesis- A thesis must be clear, stating your position and what you will be arguing. The thesis must come at the beginning of the essay so that your reader knows what to expect. 30% Use of Evidence- Your paper must include a minimum of FOUR specific examples from the reading that support your argument. You can either quote or paraphrase from the text, but if the latter, you must be specific enough that I know exactly which part of the text you are referring to. Your examples must also be relevant, with a clear connection to your thesis and analysis. 30% Analysis- You must have a clear thesis and support that with evidence from the text, but you must also tell me WHY and / or HOW the evidence helps demonstrate your point. 10% Organization- Is your essay divided into paragraphs with proper punctuation. 1 Introduction Confucius (the Latinized version of Kong Fuzi, “master Kong”) or, to call him by his proper name, Kong Qiu (551-479 BCE) lived during the time when the Zhou kingdom had disintegrated into many de facto independent feudal states which were subject to the Zhou kings only in theory. Confucius was a man of the small feudal state of Lu. Like many other men of the educated elite class of the Eastern Zhou, Confucius traveled among the states, offering his services as a political advisor and official to feudal rulers and taking on students whom he would teach for a fee. Confucius had an unsuccessful career as a petty bureaucrat, but a highly successful one as a teacher. A couple of generations after his death, first- and second-generation students gathered accounts of Confucius’ teachings together. These anecdotes and records of short conversations go under the English title of the Analects. Selections from the Confucian Analects 1:1 The Master said, “To learn, and at due times to practice what one has learned, is that not also a pleasure? To have friends come from afar, is that not also a joy? To go unrecognized, yet without being embittered, is that not also to be a noble person?” 1:2 Master You [You Ruo] said, “Among those who are filial toward their parents and fraternal toward their brothers, those who are inclined to offend against their superiors are few indeed. Among those who are disinclined to offend against their superiors, there have never been any who are yet inclined to cr.

Read the Early Chinese Sources on blackboard (see below). These .docx

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Read the copy of the Declaration of Independence found here. Ide.docx

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