Composition Writing and ResearchTask NamePhase 5 Individual Pr.docx

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This document provides instructions for an individual project assignment that is due Monday, September 23rd. The assignment requires students to submit a 3-5 page research essay on gangs. Students must use at least one reliable source and follow APA citation format. The essay should include an introduction with thesis, body paragraphs with topic sentences and supporting evidence, and a conclusion. Additional requirements include a cover page, headers, page numbers, double spacing, and the proper formatting of in-text citations and a reference page. The objective is for students to demonstrate research skills, the ability to write and cite sources persuasively, and apply information to problem solving.

Education

Composition: Writing and Research
Task Name:
Phase 5 Individual Project
Deliverable Length:
3 - 5 pages
Details:
Weekly tasks or assignments (Individual Projects) will be due
by Monday and late submissions will be assigned a late penalty
in accordance with the late penalty policy found in the syllabus.
NOTE: All submission posting times are based on midnight
Central Time.
Using the feedback you have received from your instructor and
from your classmates, revise your rough draft, and submit the
final polished draft of your research essay.
As you complete your final draft, add two additional paragraphs
that include additional supporting points and evidence or
acknowledge and refute a question or objection your readers
may have to your argument.
Your Individual Project should contain the following:
An introduction with a clear thesis statement
Body paragraphs with topic sentences
Supporting information in the form of quotes or paraphrased
passages
A meaningful conclusion
A properly formatted reference page with at least one reliable
source
Proper in text citations
In addition to these structural guidelines your individual project
should also contain the following:
a cover page
headers
page numbers
be double-spaced using 12 point, Times New Roman, Arial, or
Courier fonts.Please submit your assignment.
Click on

Student Expectations
to view the expectations for this assignment.
For assistance with your assignment, please use your text, Web
resources, and all course materials.
Course Materials
Points Possible:
150
Date Due:
Monday, Sep 23, 2013
Objective:
Generate questions of meaning and demonstrate the capacity
and skills to do research: use of good sources, documentation,
sorting through and evaluating disparate viewpoints, and
moving beyond Wikis.
Demonstrate understanding of the APA citation format,
approach to documenting sources, and knowledge of when,
where and how to attribute ideas, use direct quotes, prepare a
list of works consulted, etc., to avoid the common errors of
plagiarism.
Demonstrate the ability to write and speak persuasively to make
a point to a specific audience.
Utilize library resources demonstrating the skill of
summarization and application of information to problem-
solving
I need the assignment done on Gangs thats I already have a
previous draft that i wrote about..

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Unit 4: Essay Due Sunday by 11:59pm Points 130 Submitting a file upload File Types doc, docx, and pdf Submit Assignment Higher Education for the Twenty-First Century: Re-designing Student Success For essay #3, perform a significant revision to last unit's essay. Revise your work by doing the following: • Include at least two additional outside perspectives on the future of higher education. (You will discover these outside perspectives by conducting library research, and you will include them via quotation, paraphrase, and/or summary, which we will practice in this unit's discussion.) • Argue for specific recommendations about how higher education could be re-designed for the students of the twenty-first century. As you revise last unit's essays to meet these new goals, you may also expand, edit, restructure, and delete from your second essay, in order to make a clear, effective argument about how to adjust college education for today's students. This unit's essay should not merely be last unit's with a few new paragraphs tacked on, but should be a re-envisioned essay. You might begin by designing a working thesis about how higher education needs to change. Then, begin researching what other writers have said already about your ideas. Start with an search on your subject using the Park University McAfee Memorial Library’s Pirate Search feature (http://www.park.edu/library/) , but also consider consulting Google Scholar (http://scholar.google.com) . We will spend time this unit discussing and analyzing sources together. Think about what you would like to teach your readers about how higher education should change. Consider making precise, practical recommendations. Be sure to provide explicit reasoning, and describe the implications of your ideas for today's college students of history. Make sure that every paragraph of Essay #3 points your readers toward your particular focus and argument. Some of you may find it possible to use some material from essay #2, and others will simply use essay #2 as a launching off point. Either way, I will be looking for a revised thesis, enhanced supporting arguments, incorporation of new research, etc. Remember the difference between revision and editing; this is a revision project, not an exercise in editing essay #2. In short, although you will use essay #2 as a basis, essay #3 should be a significant re-envisioning, with a revised thesis and development. Essay #3 should have a new title to reflect this revised content. Please craft a short description (this can be in bulleted list form if you would like) of the changes and transformations you made in revising essay #2 to create essay #3. Submit this description as either a second file or as a new page (after Works Cited) at the end of your essay #3 file. Failure to submit this required information will result in a letter grade deduction from essay #3. Guidelines for Essay #3 Length/Due Date: approximately 1,000 wor ...

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LASA 1: Literature Review Paper1 LASA 1: Literature Review Paper2 Literature Review Paper Name University PSY492-A02 Advanced General Psychology Professor May 28, 2016 Assignment 2: LASA # 1: Literature Review Paper The purpose of this assignment is to provide you with the opportunity to select a topic in the particular area in which you have an occupational or research interest, and to complete a literature review of the topic, using a minimum of ten scholarly references. This will allow you to demonstrate mastery of the program outcomes for the B.A. psychology program at Argosy University. A helpful Web site for organizing and writing a literature review is www.wisc.edu/writing/Handbook/ReviewofLiterature.html. You may also want to review the following documents that are available in the Doc Sharing area of the course: · A sample literature review, · a PowerPoint document illustrating how to set up your word processor for APA style · a “Guide for Writing a Literature Review” Based on your review of the most recent, relevant research findings on your chosen topic, submit a final version of your literature review paper, integrating feedback received from your instructor. Be sure to include a research/focal question, synthesis of the literature you reviewed, well-established conclusions, and points of discussion and/or future research. · Begin the review by defining the objective of the paper. Introduce the reader to your focal question. What is this question intended to address? You may state your “question” in the form of a problem if you like. Describe the topic for your literature review and why you chose this topic. Explain why you think it is important. It is also useful to tell the reader how the review is organized in your introduction section, before you the transition into the body of the review. · Organize your literature review paper by themes/theories/concepts, rather than article by article. If there is one major theme you want to highlight, state the theme. If there are three major themes or streams of thought on the topic, briefly name them—and then organize the balance of your literature review around those three streams. Think of themes, theories, concepts, lines of thought, and ideas as organizing strategies for your literature review. Your creativity in this assignment is not the content or findings but the clarity with which you organize the review and create a context for understanding the focal question. · When you are done introducing the first line of thought, create a new paragraph to discuss studies which present another line of thought or opposing view. · Your literature review should hit the high points of each article. You should not discuss a single article, one by one, like a grocery list. Zero in on the main theme or finding and then move on to the next theme. Remember, this is a synthesis, an integration of all the things you have learned. You are creating a discussion on paper, whic ...

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Concept of Aesthetics OVERVIEW Aesthetics is defined as an appreciation for beauty and a feeling of wonder. Teachers can help develop children’s aesthetic senses by involving them in the arts through introduction to works of art, music, dance, and literature. Children’s aesthetic sensibilities are enhanced by allowing them to explore their environment in a manner that encourages divergent thinking. In discussing art with children, basic elements such as line, color, form, space, and design are all appropriate. Teachers can create aesthetic opportunities in the classroom by providing children with materials, supplies, room décor, objects, books, visiting artists, and varied activities to stimulate their aesthetic sense. There are three basic ways to provide young children with developmentally appropriate aesthetic experiences in the early childhood program: Provide many opportunities to create art. Provide many opportunities to look at and talk about art. Help children become aware of art in their everyday lives. Developing children’s aesthetic sensitivity is important because it improves the quality of their learning and encourages the creative process. KEY TERMS aesthetic development — Teaching young children to appreciate art through everyday experiences, play, and conversations aesthetic experiences — Experiences involving an appreciation of the beauty of nature, the rhythm and imagery of music or poetry, or the qualities of works of art. aesthetic learning — Joining what one thinks with what one feels Aesthetics Movement — Movement in the world beginning in early 1800 and lasting the decade, emphasizing the “science of the beautiful” or the “philosophy of taste.” aesthetics — An appreciation for beauty and a feeling of wonder. It is a sensibility that uses the imagination as well as the five senses. aesthetic sense — One’s own specific taste or preference. art appreciation — Seeing and appreciating good artwork; learning to look at and learning to create visual arts art elements — Basic factors of art that can be used to describe art. These elements include color, line, form or shape, space, and design. balance — The principle of design that deals with visual weight in a work of art color/hue — The color name pattern — When a particular shape, color, or motif is repeated in a rhythmic way intensity — The varied color when a hue’s complementary color, the color opposite it on the color wheel, is added to the original color language of art — Expansion of the language of the early childhood classroom. The words of the language are the elements of art. line — A continuous mark on a surface multicultural aesthetics — A worldview of art which honors heritage, community, and tradition multimedia artwork — Integration of art such as walk-in sculpture environments; mixes of live dance and films; and art exhibitions with drama, where actors move into the audience to engage in the drama primary colors — Red, blue, and yellow.

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Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Martin Davies Published online: 27 November 2010 � Springer Science+Business Media B.V. 2010 Abstract In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: ‘‘concept mapping’’, ‘‘mind mapping’’ and ‘‘argument mapping’’. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. Keywords Concept mapping � Mind mapping � Computer-aided argument mapping � Critical thinking � Argument � Inference-making � Knowledge mapping Introduction In the past 5–10 years, a variety of software packages have been developed that enable the visual display of information, concepts and relations between ideas. These mapping tools take a variety of names including: ‘‘concept mapping’’, ‘‘mind mapping’’ or ‘‘argument mapping’’. The potential of these tools for educational purposes is only now starting to be realised. M. Davies (&) University of Melbourne, Parkville, VIC, Australia e-mail: [email protected] 123 High Educ (2011) 62:279–301 DOI 10.1007/s10734-010-9387-6 The idea of displaying complex information visually is, of course, quite old. Flow charts, for example, were developed in 1972 (Nassi and Shneiderman 1973) pie charts and other visual formats go back much earlier (Tufte 1983). More recently, visual displays have been used to simplify complex philosophical issues (Horn 1998). Formal ways of ‘‘mapping’’ complex information—as opposed to the earth’s surface, countries, cities and other destinations—began at least 30 years ago, and arguably even earlier. More recently, the use of information and computer technology has enabled information mapping to be achieved with far greater ease. A plethora of software tools has been developed to meet various information mapping needs. What do these tools do? What are their similarities and differences? What are their advantages and disadvantages? How precisely do t.

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Con Should the United States government have bailed out the a.docx

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COMS 101 Persuasive Speech Instructions This course requires you to present a persuasive speech to a live, visually documented audience of 3 or more adults. Use a video recording device to create an audible recording of this presentation for submission. After recording the presentation, upload it to YouTube as an unlisted video and post the video’s link to the instructor via the designated Blackboard assignment submission link. See the Posting Speech Videos to Blackboard via YouTube tutorial (in the Assignment Instructions folder) for step-by-step instruction about this process. Your speech grade will be determined by the degree to which you satisfy the requirements listed below. 1. Choose an appropriate topic. This assignment requires you to research a global, national, regional, state or local problem that apparently exists because humans in general or a specific group of humans are neglecting their duty to promote the things God values in this world. · The problem may be political, economic, educational, environmental, medical, religious, or cultural. It may be a false belief or set of beliefs (about God, nature, or other people) that needs correction, a wrongful attitude or type of attitude (toward God, nature, or other people) that needs adjustment, a neglectful or wrong way of acting (toward God, nature, or other people) that needs to change, or a state of needfulness or brokenness that exists as it does because of human indifference or inactivity. · The problem must be a social one that deters many individuals—not just a few isolated lives—from experiencing life according to God’s Word as he intended when he created the world the people in it. Among the social issues that could generate a qualified speech topic are the following: abortion, infanticide, or euthanasia discrimination (racism, sexism, ageism) abuse (child, elder, self, spousal) ecology (climate change, pollution, littering) addictions/codependency/eating disorders education (underachievement or illiteracy) air, land, or water pollution famine, drought or diseases animal abuse or vivisection labor issues (child labor or sweatshops) bioethics (cloning, eugenics, stem cell research) marriage (divorce, cohabitation) birth or population control poverty (world hunger or homelessness) crime (street, juvenile, gang, or white collar) sex (pre-marital, extramarital, homosexual) criminal justice (prison crowding, recidivism) slavery or human trafficking The following sites may be helpful for discovering or exploring these and other qualified topics: Center for Bioethics and Human Dignity The Heritage Foundation Family Research Council The Rutherford Institute The American Enterprise Institute The Pew Forum on Religion in Public Life The Discovery Institute Speech Goals: Because this is a persuasive speech—a speech in which you try to persuade the audience to believe or value something or to act in a specific way—and because you are to use this particular speech to advocate a rede.

COMS 101Persuasive Speech InstructionsThis course requires you.docx

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COMS 040 Assignment: Student Congress Bill Choose an argument and then research it, and write a Congress Bill (a proposed law). (3-5 Whereas clauses) Whereas INSERT FACT IN SUPPORT OF THE BILL/LEGISLATION Whereas: INSERT FACT IN SUPPORT OF THE BILL/LEGISLATION Whereas: INSERT FACT IN SUPPORT OF THE BILL/LEGISLATION. Whereas: INSERT FACT IN SUPPORT OF THE BILL/LEGISLATION. THEREFORE, BE IT RESOLVED BY THIS STUDENT CONGRESS: insert proposed legislation. .

COMS 040 AssignmentStudent Congress Bill Choose an argument a.docx

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computerweekly.com 10-16 September 2019 21 Industry experts believe blockchain is a technology that has the potential to affect the business of most IT profession-als in the next five years. Analyst Gartner has forecast that by 2023, blockchain will support the global movement and tracking of $2tn of goods and services. It is regarded by many industry watchers as a disrupting force in the financial world. A PwC global financial technology (fintech) survey found that 56% of respondents recognise the importance of blockchain. At the same time, however, 57% admit to being unsure about or unlikely to respond to this trend. Start witH tHe HaSH Blockchain is effectively a shared ledger between a group of people – for example, a group of companies that work together to produce a service or product. What makes blockchain different is the fact that the history of the changes – past transactions, for example – are immutable. Essentially, the historical entries become read-only and unchangeable. This is due to the fact that each blockchain entry relies on the hash – a computed value including part of a previous block as part of its hashing calculation for the current block. This means that if a previous block is somehow modified or corrupted, its hash value will change and therefore the values after that point become broken, making the tampering evident for all to see. One example where blockchain technology can be used is where several companies come together to provide or consume Blockchain: hype vs reality Regarded by many as a disruptive force in finance and beyond, blockchain technology presents a number of complex challenges that must be overcome before it can truly deliver on its promises. Stuart Burns reports BUYER’S GUIDE TO BLOCKCHAIN TECHNOLOGY | PART 1 OF 3 Home IU R IIM O TO V /A D O B E http://www.computerweekly.com https://www.computerweekly.com/resources/Blockchain https://www.computerweekly.com/ehandbook/Cutting-through-the-blockchain-hype https://www.computerweekly.com/ehandbook/Cutting-through-the-blockchain-hype https://www.techtarget.com/contributor/Stuart-Burns computerweekly.com 10-16 September 2019 22 Home News HMRC under fire over ‘scaremongering’ IR35 letters targeting GSK contractors Ransomware has evolved into a serious enterprise threat How Defra has been preparing its IT systems for any Brexit eventuality Editor’s comment Buyer’s guide to blockchain Chasing down hackers through security analytics How councils are using technology to support adult social care Downtime services, usually under long-term contracts. It can be complex and cumbersome to manage contracts involving several individuals, when multiple documents are involved and everyone needs to agree on the same contract versions and details. Over time, changes will occur that also need to be managed and agreed on. Managing contracts in blockchain, however, means that rather than p.

computerweekly.com 10-16 September 2019 21Industry experts.docx

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Computers in Human Behavior 39 (2014) 387–392 Contents lists available at ScienceDirect Computers in Human Behavior j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / c o m p h u m b e h Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues http://dx.doi.org/10.1016/j.chb.2014.05.036 0747-5632/� 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). ⇑ Corresponding author. Address: Department of Psychology, University of California, Los Angeles, 616 Via De La Paz, Pacific Palisades, CA 90272, United States. Tel.: +1 310 526 3316; fax: +1 310 230 7830. E-mail address: [email protected] (Y.T. Uhls). Yalda T. Uhls a,⇑, Minas Michikyan b, Jordan Morris c, Debra Garcia d,b, Gary W. Small e, Eleni Zgourou f, Patricia M. Greenfield a a Department of Psychology, University of California, Los Angeles, Children’s Digital Media Center @ LA, United States b Department of Psychology, California State University, Los Angeles, Children’s Digital Media Center @ LA, United States c Department of Social Welfare, University of California, Los Angeles, United States d Department of Education, University of California, Los Angeles, United States e Department of Psychiatry & Biobehavioral Sciences, University of California, Los Angeles, United States f Department of Education, University of North Carolina, Chapel Hill, Children’s Digital Media Center @ LA, United States a r t i c l e i n f o a b s t r a c t Article history: Available online 15 August 2014 Keywords: Social media Nonverbal communication Emotion Adolescent Social interaction Development A field experiment examined whether increasing opportunities for face-to-face interaction while elimi- nating the use of screen-based media and communication tools improved nonverbal emotion–cue recognition in preteens. Fifty-one preteens spent five days at an overnight nature camp where television, computers and mobile phones were not allowed; this group was compared with school-based matched controls (n = 54) that retained usual media practices. Both groups took pre- and post-tests that required participants to infer emotional states from photographs of facial expressions and videotaped scenes with verbal cues removed. Change scores for the two groups were compared using gender, ethnicity, media use, and age as covariates. After five days interacting face-to-face without the use of any screen-based media, preteens’ recognition of nonverbal emotion cues improved significantly more than that of the control group for both facial expressions and videotaped scenes. Implications are that the short-term effects of increased opportunities for social interaction, combined with time away from screen-based media and digital communication tools, improves a preteen’s understanding of nonverbal emotional cues. � 2014 The Authors. Publish.

Computers in Human Behavior 39 (2014) 387–392Contents lists .docx

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Computers in Human Behavior xxx (2012) xxx–xxx Contents lists available at SciVerse ScienceDirect Computers in Human Behavior j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / c o m p h u m b e h Critical thinking in E-learning environments Raafat George Saadé a,⇑, Danielle Morin a,1, Jennifer D.E. Thomas b,2 a Concordia University, John Molson School of Business, Montreal, Quebec, Canada b Pace University, Ivan Seidenberg School of CSIS, New York, NY, USA a r t i c l e i n f o Article history: Available online xxxx Keywords: E-learning Critical thinking Assessment Information technology 0747-5632/$ - see front matter � 2012 Elsevier Ltd. A http://dx.doi.org/10.1016/j.chb.2012.03.025 ⇑ Corresponding author. Tel.: +1 514 848 2424; fax E-mail address: [email protected] (R.G. Sa 1 Tel.: +1 514 848 2424; fax: +1 514 848 2824. 2 Tel.: +1 212 346 1569; fax: +1 212 346 1863. Please cite this article in press as: Saadé, R. G., e 10.1016/j.chb.2012.03.025 a b s t r a c t One of the primary aims of higher education in today’s information technology enabled classroom is to make students more active in the learning process. The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments. Critical thinking (CT) skills entails the ability(ies) of mental processes of discern- ment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed. This article presents the work and results of critical thinking in a virtual learning environment. We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of ‘‘interactivity’’ in what students perceived to be critical-thinking-oriented versus online material as a resource. Results and opportunities that virtual environments present to foster critical thinking are discussed. � 2012 Elsevier Ltd. All rights reserved. 1. Introduction One of the primary aims of higher education in today’s information technology (IT) enabled classroom, is to make students more active in the learning process (Ibrahim & Samsa, 2009). The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking. Given the importance of information technology for critical thinking in learning, it is vital that we understand better the associated key factors related to: background of students, beliefs, perceptions and attitudes and associated anteceden.

Computers in Human Behavior xxx (2012) xxx–xxxContents lists.docx

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Computers can be used symbolically to intimidate, deceive or defraud victims. The basic law that protects our privacy is the Fourth Amendment to the United States Constitution, which mandates that people have a right to be secure in homes and against unreasonable search and seizure. What law(s) have been enacted to protect individuals at the state or federal government? Does these protection laws vary from state to state? .

Computers can be used symbolically to intimidate, deceive or defraud.docx

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Computers are often used to make work easier. However, sometimes computers can make work more difficult especially with poorly implementation. SOX is an important example of a poorly implemented database that has encountered. A database should have its specific intentions as much as data organization and management always exist as general functions. The SOX database implemented in 2011 was put in place to combat fraud by coming up with efficient accounting audit and management of financial records. I think the developers failed to include technical aspects of fraud control into the system. They instead targeted the visible crimes leaving very many holes for exploiting the SOX system (Anand et al., 2014). The database seems vague from IT perspective. The database constitutes only two sections of codes relating to IT. These two sections merely meet the standards for testing IT sufficient auditing compliance by organizations. The database seems to be far off the role of fostering sufficient auditing process for these organizations. Since inception, most audit companies struggle to figure out the IT protective aspects of the database. It seems that the developers mainly focused on the guidelines in using financial systems in preventing frauds but rather forgot the IT aspect if reducing the vulnerability of the system. For so many years, the database has failed to meet the technical roles of a database in system management and accounting regulation which are the critical reason why it was created. The SOX guidelines seem to forget about pertinent technical aspects of the system function (Cinarkaya et al., 2017). The solutions to the mistake that was done are conducting technical analysis and installing appropriate fixing. Ideally, the database should target electronic management and safety of data rather than physical data management. This mistake of poorly implemented gave a false impression of database management in many companies that adopted the type of database in early days. From physical outlook, one could see that things are alright yet some technical rot was brewing within the system. It is clear that the developers of the SOX database missed some point while deriving and implementing the database and this should be fixed to enhance the computer-based operations (Anand et al., 2014). References Anand, T. S., Wikle, G. K., Lindsay, M. P., Schubert, R. N., Lettington, D. T., & Ludwig, J. P. (2014). U.S. Patent No. 5,832,496. Washington, DC: U.S. Patent and Trademark Office. Cinarkaya, B., Tamm, S., Sureshchandra, J., Warshavsky, A., Bulumulla, I. U., Fry, B., ... & Brooks, D. (2017). U.S. Patent No. 9,825,965. Washington, DC: U.S. Patent and Trademark Office. .

Computers are often used to make work easier. However, sometimes c.docx

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Computers are part of our everyday lives. You are likely reading this assignment on a computer screen right now; you may have a smart phone sitting on your desk, and maybe you just came back from a business trip during which you made airline and hotel reservations online. Over the last several years, you may have noticed that computers are able to store more information and process that information more quickly. New research into the electron spin of atoms hints at a new computer revolution in the near future. Assignment For this project, you will be exploring the developments in material science that have allowed computers to become so fast. To do so, please address the following in 3–4 pages, not including title and reference pages: What are the 3 essential properties of every material? New materials often lead to new technologies that change society. Describe how silicon-based semiconductors revolutionized computing. What are microchips? How are they related to integrated circuits? One of the pressing questions about the increasing ability of computers to quickly process large amounts of information is whether a computer can be built that is considered "alive" or "conscious." What is artificial intelligence? What are 2 essential differences between human brains and the central processing unit of a computer? Click on the following link to review additional information in a video relevant to this assignment: Will Computers Out-think Us? .

Computers are part of our everyday lives. You are likely reading thi.docx

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Computerized Operating Systems (OS) are almost everywhere. We encoun.docx

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Computerized Operating Systems (OS) are almost everywhere. We encounter them when we use out laptop or desktop computer. We use them when we use our phone or tablet. Find articles that describes the different types of operating systems (Linux, Unix, Android, ROS, z/OS, z/VM, z/VSE, etc). Do not select MS WINDOWS . Write a scholarly review of comparing any two or more OS. It should be at least 10-15 pages with at least 5 APA citations & matching references. Formatting : Introduction; Image / Table; Conclusion; 12 TNR font; double space; clearly divided small paragraphs; bold & underline headings; .

Computerized Operating Systems (OS) are almost everywhere. We en.docx

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