1
Films on Africa
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. Available: at the Madden and Fresno County Public Libraries, via Netflix, Blackboard or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which some
viewers may find disturbing. You decide whether you want to watch them or not.
6. Some films are available on-line via VOD.
7. Let your instructor know if a link is no longer working.
The Africans (9 VHS films – each 60 min or 5 DVDs – each 120 min): Co-
production of WETA-TV and BBC-TV. Presented by Ali A. Mazrui. 1986.
Available at Madden Media & Fresno Public Libraries
Vol. 1 – The Nature of a continent*
Summary: Examines Africa as the birthplace of humankind and discusses
the impact of geography on African history, including the role of the Nile
in the origin of civilization and the introduction of Islam to Africa through its Arabic borders.
Vol. 2 – A Legacy of lifestyles*
Summary: This program explores how African contemporary lifestyles are influenced by
indigenous, Islamic and Western factors. It compares simple African societies with those that
are more complex and centralized, and examines the importance of family life.
Vol. 3 – New gods
Summary: This program examines the factors that influence religion in Africa, paying particular
attention to how traditional religions, Islam, and Christianity co-exist and influence each other.
Vol. 4 – Tools of exploitation
Summary: The impact of the West on Africa and the impact of Africa on the development of the
West are contrasted with an emphasis on the manner in which Africa's human and natural
resources have been exploited before, during, and after the colonial period.
Vol. 5 – New conflicts
Summary: Explores the tensions inherent in the juxtaposition of 3 African heritages, looking at
the ways in which these conflicts have contributed to the rise of the nationalist movement, the
warrior tradition of indigenous Africa, the jihad tradition of Islam, and modern guerilla warfare.
Vol. 6 – In search of stability
Summary: Gives an overview of the several means of governing in Africa. Examines new social
orders to illustrate an Africa in search of a viable form of government in the post-independence
period.
1.
2
Vol. 7 – A Garden of Eden in decay?
Summary: Identifies the problems of a continent that produces what it does not consume and
consumes what it does not produce. Shows Africa's struggle between economic dependence
and decay.
Vol. 8 – A Clash of cultures*
Summary: Discusses the conflicts and compromises which emerge from the coexistence of
many African traditions and modern life. Explores the question of whet.
1
Films on Islam
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. They are available: at the Madden and Fresno County Public Libraries, via Netflix, &/or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which
some viewers may find disturbing. It is up to you to decide whether you watch them or not.
6. Some on-line films might be VOD.
7. Let your instructor know if a link is no longer working.
Islam, Empire of Faith*: (163 min.) – Gardner Films Production in association with
PBS and Devillier Donegan Enterprises (2001).
Available at the Fresno County Library & on-line at:
http://topdocumentaryfilms.com/islam-empire-faith/
Synopsis: Documents the rise and growth of Islam throughout the world, from the
birth of Prophet Muhammad in the 6th century through the peak of the Ottoman
Empire 1000 years later. To see a virtual Hajj:
http://www.pbs.org/muhammad/virtualhajj.shtml
There is no god but God: VHS (52 min.)— BBC c1977 [distributed 1987]
Available at Madden Library
Synopsis: Eyre visits Egypt to explore the experience of Islamic worship. Includes
interviews with a number of Muslims who discuss their personal attitudes and
approaches to their religion.
3. The Five pillars of Islam: VHS (30 min.) – RM Productions c1988.
Available at Madden Library
Synopsis: The essential principles on which Islam rests--the five pillars--are discussed, described, and put
into historical perspective in this program. Viewers are introduced to the huge international mosaic of
Muslim believers, and the conflict between traditional teachings and the effects of industrialization.
8. Living Islam series: 6 VHS (50 min.)
All films available at Madden Library
BBC-TV Production in association with Ambrose Film; producer, John Percival. c1993.
Vol. 1 – Foundations
Synopsis: An introduction to the essentials of Islam. The tenets of faith are deeply woven around the life
of Muhammad, the Prophet of Allah. The program finds a living saint in the dunes of Timbuktu
converting pagan villagers to Islam in the exact manner of Muhammad. And across the world, as the
Prophet did in his time, Muslims learn to balance din (religion) and dunya (life).
1.
2.
http://topdocumentaryfilms.com/islam-empire-faith/
http://www.pbs.org/muhammad/virtualhajj.shtml
2
Vol. 2 – The Challenge of the Past
Synopsis: The many differences in Muslim thinking today are the result of influence of three major
Islamic empires. The Ottomans were confronted by Europe and Christianity accounting for the "western"
approach of many Turkish Muslims; the Mongols achieved a synthesis with Hinduism that produced such
beauty as the Taj Mahal, whil.
1 Films on Islam 1. A star () next to a fil.docxhoney725342
1
Films on Islam
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. They are available: at the Madden and Fresno County Public Libraries, via Netflix, &/or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which
some viewers may find disturbing. It is up to you to decide whether you watch them or not.
6. Some on-line films might be VOD.
7. Let your instructor know if a link is no longer working.
Islam, Empire of Faith*: (163 min.) – Gardner Films Production in association with
PBS and Devillier Donegan Enterprises (2001).
Available at the Fresno County Library & on-line at:
http://topdocumentaryfilms.com/islam-empire-faith/
Synopsis: Documents the rise and growth of Islam throughout the world, from the
birth of Prophet Muhammad in the 6th century through the peak of the Ottoman
Empire 1000 years later. To see a virtual Hajj:
http://www.pbs.org/muhammad/virtualhajj.shtml
There is no god but God: VHS (52 min.)— BBC c1977 [distributed 1987]
Available at Madden Library
Synopsis: Eyre visits Egypt to explore the experience of Islamic worship. Includes
interviews with a number of Muslims who discuss their personal attitudes and
approaches to their religion.
3. The Five pillars of Islam: VHS (30 min.) – RM Productions c1988.
Available at Madden Library
Synopsis: The essential principles on which Islam rests--the five pillars--are discussed, described, and put
into historical perspective in this program. Viewers are introduced to the huge international mosaic of
Muslim believers, and the conflict between traditional teachings and the effects of industrialization.
8. Living Islam series: 6 VHS (50 min.)
All films available at Madden Library
BBC-TV Production in association with Ambrose Film; producer, John Percival. c1993.
Vol. 1 – Foundations
Synopsis: An introduction to the essentials of Islam. The tenets of faith are deeply woven around the life
of Muhammad, the Prophet of Allah. The program finds a living saint in the dunes of Timbuktu
converting pagan villagers to Islam in the exact manner of Muhammad. And across the world, as the
Prophet did in his time, Muslims learn to balance din (religion) and dunya (life).
1.
2.
http://topdocumentaryfilms.com/islam-empire-faith/
http://www.pbs.org/muhammad/virtualhajj.shtml
2
Vol. 2 – The Challenge of the Past
Synopsis: The many differences in Muslim thinking today are the result of influence of three major
Islamic empires. The Ottomans were confronted by Europe and Christianity accounting for the "western"
approach of many Turkish Muslims; the Mongols achieved a synthesis with Hinduism that produced such
beauty as the Taj Mahal, whil ...
1
Films on Islam
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. They are available: at the Madden and Fresno County Public Libraries, via Netflix, &/or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which
some viewers may find disturbing. It is up to you to decide whether you watch them or not.
6. Some on-line films might be VOD.
7. Let your instructor know if a link is no longer working.
Islam, Empire of Faith*: (163 min.) – Gardner Films Production in association with
PBS and Devillier Donegan Enterprises (2001).
Available at the Fresno County Library & on-line at:
http://topdocumentaryfilms.com/islam-empire-faith/
Synopsis: Documents the rise and growth of Islam throughout the world, from the
birth of Prophet Muhammad in the 6th century through the peak of the Ottoman
Empire 1000 years later. To see a virtual Hajj:
http://www.pbs.org/muhammad/virtualhajj.shtml
There is no god but God: VHS (52 min.)— BBC c1977 [distributed 1987]
Available at Madden Library
Synopsis: Eyre visits Egypt to explore the experience of Islamic worship. Includes
interviews with a number of Muslims who discuss their personal attitudes and
approaches to their religion.
3. The Five pillars of Islam: VHS (30 min.) – RM Productions c1988.
Available at Madden Library
Synopsis: The essential principles on which Islam rests--the five pillars--are discussed, described, and put
into historical perspective in this program. Viewers are introduced to the huge international mosaic of
Muslim believers, and the conflict between traditional teachings and the effects of industrialization.
8. Living Islam series: 6 VHS (50 min.)
All films available at Madden Library
BBC-TV Production in association with Ambrose Film; producer, John Percival. c1993.
Vol. 1 – Foundations
Synopsis: An introduction to the essentials of Islam. The tenets of faith are deeply woven around the life
of Muhammad, the Prophet of Allah. The program finds a living saint in the dunes of Timbuktu
converting pagan villagers to Islam in the exact manner of Muhammad. And across the world, as the
Prophet did in his time, Muslims learn to balance din (religion) and dunya (life).
1.
2.
http://topdocumentaryfilms.com/islam-empire-faith/
http://www.pbs.org/muhammad/virtualhajj.shtml
2
Vol. 2 – The Challenge of the Past
Synopsis: The many differences in Muslim thinking today are the result of influence of three major
Islamic empires. The Ottomans were confronted by Europe and Christianity accounting for the "western"
approach of many Turkish Muslims; the Mongols achieved a synthesis with Hinduism that produced such
beauty as the Taj Mahal, whil.
1 Films on Islam 1. A star () next to a fil.docxhoney725342
1
Films on Islam
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. They are available: at the Madden and Fresno County Public Libraries, via Netflix, &/or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which
some viewers may find disturbing. It is up to you to decide whether you watch them or not.
6. Some on-line films might be VOD.
7. Let your instructor know if a link is no longer working.
Islam, Empire of Faith*: (163 min.) – Gardner Films Production in association with
PBS and Devillier Donegan Enterprises (2001).
Available at the Fresno County Library & on-line at:
http://topdocumentaryfilms.com/islam-empire-faith/
Synopsis: Documents the rise and growth of Islam throughout the world, from the
birth of Prophet Muhammad in the 6th century through the peak of the Ottoman
Empire 1000 years later. To see a virtual Hajj:
http://www.pbs.org/muhammad/virtualhajj.shtml
There is no god but God: VHS (52 min.)— BBC c1977 [distributed 1987]
Available at Madden Library
Synopsis: Eyre visits Egypt to explore the experience of Islamic worship. Includes
interviews with a number of Muslims who discuss their personal attitudes and
approaches to their religion.
3. The Five pillars of Islam: VHS (30 min.) – RM Productions c1988.
Available at Madden Library
Synopsis: The essential principles on which Islam rests--the five pillars--are discussed, described, and put
into historical perspective in this program. Viewers are introduced to the huge international mosaic of
Muslim believers, and the conflict between traditional teachings and the effects of industrialization.
8. Living Islam series: 6 VHS (50 min.)
All films available at Madden Library
BBC-TV Production in association with Ambrose Film; producer, John Percival. c1993.
Vol. 1 – Foundations
Synopsis: An introduction to the essentials of Islam. The tenets of faith are deeply woven around the life
of Muhammad, the Prophet of Allah. The program finds a living saint in the dunes of Timbuktu
converting pagan villagers to Islam in the exact manner of Muhammad. And across the world, as the
Prophet did in his time, Muslims learn to balance din (religion) and dunya (life).
1.
2.
http://topdocumentaryfilms.com/islam-empire-faith/
http://www.pbs.org/muhammad/virtualhajj.shtml
2
Vol. 2 – The Challenge of the Past
Synopsis: The many differences in Muslim thinking today are the result of influence of three major
Islamic empires. The Ottomans were confronted by Europe and Christianity accounting for the "western"
approach of many Turkish Muslims; the Mongols achieved a synthesis with Hinduism that produced such
beauty as the Taj Mahal, whil ...
There are some intriguing similarities between the history of the United States of America and that of South Africa.
Shortly after Portuguese explorer Bartholomew Diaz first landed on the shores of South Africa in 1488, the Spanish explorer Christopher Columbus landed in the Americas in 1492.
From the 1600s onwards both America and South Africa were settled by pilgrims from Holland, France, England, Scotland and Germany seeking religious freedom.
African union transition and its ability to respond to conflicts in africaSARON MESSEMBE OBIA
From the Organization of African Unity (OAU) to African Union (AU) The African Union initiated by Pan Africanists to improve the lives of Africans through sustainable development and to resolve conflicts in the continent. But the competence of the African Union has been put to question. The inability of the AU to resolve the conflict in central African Republic, the continuous terrorist attacks in Nigeria by Boko-Haram, in Kenya and Somalia by Al-Shabba, has led the international community to focus on insecurity in the African continent. Though this change from OAU to AU the AU still faces some challenges. Nonetheless it has registered some success.
1 Network Analysis and Design This assignment is.docxoswald1horne84988
1
Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
1 Lab 8 -Ballistic Pendulum Since you will be desig.docxoswald1horne84988
1
Lab 8 -Ballistic Pendulum
Since you will be designing your own procedure you will have two
class periods to take the required data.
The goal of this lab is to measure the speed of a ball that is fired
from a projectile launcher using two different methods. The
Projectile launcher has three different settings, “Short Range,”
“Medium Range” and “Long Range,” however you will only need to
determine the speed for any ONE of these Range settings.
Method 1 involves firing the ball directly into the “Ballistic
Pendulum” shown below in Figure 2 for which limited instructions will be provided. Method 2
is entirely up to your group. While you have significant freedom to design your own procedure,
you will need to worry about the random and systematic uncertainties you are introducing
based on your procedure. This manual will provide a few hints to help reduce a few of those
uncertainties.
The ballistic pendulum pictured in Figure 2 is important canonical problem students study to
explore the conservation of momentum and energy. The ball is fired by the projectile launcher
into a “perfectly inelastic collision” with the pendulum. The pendulum then swings to some
maximum angle which is measured by an Angle Indicator.
Caution: The pendulum has a plastic hinge and Angle Indicator which are both fragile. Be
gentle.
Study the ballistic pendulum carefully. Before we begin, here are a few things to consider and
be aware of in Figure 2:
Projectile launcher
Angle indicator (curved
black bar)
Clamp
Pendulum (can be removed
for measurements)
Figure 2: Ballistic Pendulum
Plumb bob
Firing string
Release
point
Figure 1: Projectile Launcher
Bolt for removing pendulum
2
A. Clamping the ballistic pendulum to the table will reduce random uncertainties in the
speed with which the projectile launcher releases the ball. Similarly, you should check
that the various bolts are snug and that the ball is always fully inside the launcher (not
rolling around inside the barrel of launcher).
B. If the lab bench is not perfectly horizontal the plumb bob and angle indicator will not
read zero degrees before you begin your experiment. You should fix AND/OR account
for these discrepancies.
C. In Figure 3 you will notice a tiny gap between the launcher and the pendulum. This
important gap prevents the launcher from contacting the pendulum directly as the ball
is fired. Without this gap an unknown amount of momentum is transferred from the
launcher directly to the pendulum (in addition to the momentum transferred by the
ball) significantly complicating our experiment.
Figure 3: Important gap between Launcher and Pendulum
Equipment
1 Ballistic Pendulum (shown in Figure 2)
A bag with three balls
1 loading rod
1 Clamp
1 triple beam balance scale
Safety goggles for each group member
Any equipment found in your equipment drawer.
Reasonable equipment reque.
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There are some intriguing similarities between the history of the United States of America and that of South Africa.
Shortly after Portuguese explorer Bartholomew Diaz first landed on the shores of South Africa in 1488, the Spanish explorer Christopher Columbus landed in the Americas in 1492.
From the 1600s onwards both America and South Africa were settled by pilgrims from Holland, France, England, Scotland and Germany seeking religious freedom.
African union transition and its ability to respond to conflicts in africaSARON MESSEMBE OBIA
From the Organization of African Unity (OAU) to African Union (AU) The African Union initiated by Pan Africanists to improve the lives of Africans through sustainable development and to resolve conflicts in the continent. But the competence of the African Union has been put to question. The inability of the AU to resolve the conflict in central African Republic, the continuous terrorist attacks in Nigeria by Boko-Haram, in Kenya and Somalia by Al-Shabba, has led the international community to focus on insecurity in the African continent. Though this change from OAU to AU the AU still faces some challenges. Nonetheless it has registered some success.
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1 Network Analysis and Design This assignment is.docxoswald1horne84988
1
Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
1 Lab 8 -Ballistic Pendulum Since you will be desig.docxoswald1horne84988
1
Lab 8 -Ballistic Pendulum
Since you will be designing your own procedure you will have two
class periods to take the required data.
The goal of this lab is to measure the speed of a ball that is fired
from a projectile launcher using two different methods. The
Projectile launcher has three different settings, “Short Range,”
“Medium Range” and “Long Range,” however you will only need to
determine the speed for any ONE of these Range settings.
Method 1 involves firing the ball directly into the “Ballistic
Pendulum” shown below in Figure 2 for which limited instructions will be provided. Method 2
is entirely up to your group. While you have significant freedom to design your own procedure,
you will need to worry about the random and systematic uncertainties you are introducing
based on your procedure. This manual will provide a few hints to help reduce a few of those
uncertainties.
The ballistic pendulum pictured in Figure 2 is important canonical problem students study to
explore the conservation of momentum and energy. The ball is fired by the projectile launcher
into a “perfectly inelastic collision” with the pendulum. The pendulum then swings to some
maximum angle which is measured by an Angle Indicator.
Caution: The pendulum has a plastic hinge and Angle Indicator which are both fragile. Be
gentle.
Study the ballistic pendulum carefully. Before we begin, here are a few things to consider and
be aware of in Figure 2:
Projectile launcher
Angle indicator (curved
black bar)
Clamp
Pendulum (can be removed
for measurements)
Figure 2: Ballistic Pendulum
Plumb bob
Firing string
Release
point
Figure 1: Projectile Launcher
Bolt for removing pendulum
2
A. Clamping the ballistic pendulum to the table will reduce random uncertainties in the
speed with which the projectile launcher releases the ball. Similarly, you should check
that the various bolts are snug and that the ball is always fully inside the launcher (not
rolling around inside the barrel of launcher).
B. If the lab bench is not perfectly horizontal the plumb bob and angle indicator will not
read zero degrees before you begin your experiment. You should fix AND/OR account
for these discrepancies.
C. In Figure 3 you will notice a tiny gap between the launcher and the pendulum. This
important gap prevents the launcher from contacting the pendulum directly as the ball
is fired. Without this gap an unknown amount of momentum is transferred from the
launcher directly to the pendulum (in addition to the momentum transferred by the
ball) significantly complicating our experiment.
Figure 3: Important gap between Launcher and Pendulum
Equipment
1 Ballistic Pendulum (shown in Figure 2)
A bag with three balls
1 loading rod
1 Clamp
1 triple beam balance scale
Safety goggles for each group member
Any equipment found in your equipment drawer.
Reasonable equipment reque.
1 I Samuel 8-10 Israel Asks for a King 8 When S.docxoswald1horne84988
1
I Samuel 8-10
Israel Asks for a King
8 When Samuel grew old, he appointed his sons as Israel’s leaders.[a]2 The
name of his firstborn was Joel and the name of his second was Abijah, and
they served at Beersheba. 3 But his sons did not follow his ways. They turned
aside after dishonest gain and accepted bribes and perverted justice.
4 So all the elders of Israel gathered together and came to Samuel at
Ramah. 5 They said to him, “You are old, and your sons do not follow your
ways; now appoint a king to lead[b] us, such as all the other nationshave.”
6 But when they said, “Give us a king to lead us,” this displeasedSamuel; so
he prayed to the LORD. 7 And the LORD told him: “Listen to all that the people
are saying to you; it is not you they have rejected, but they have rejected
me as their king. 8 As they have done from the day I brought them up out of
Egypt until this day, forsaking me and serving other gods, so they are doing
to you. 9 Now listen to them; but warn them solemnly and let them
know what the king who will reign over them will claim as his rights.”
10 Samuel told all the words of the LORD to the people who were asking him
for a king. 11 He said, “This is what the king who will reign over you will claim
as his rights: He will take your sons and make them serve with his chariots
and horses, and they will run in front of his chariots. 12 Some he will assign to
be commanders of thousands and commanders of fifties, and others to plow
his ground and reap his harvest, and still others to make weapons of war
and equipment for his chariots. 13 He will take your daughters to be
perfumers and cooks and bakers. 14 He will take the best of your fields and
vineyards and olive groves and give them to his attendants. 15 He will take a
tenth of your grain and of your vintage and give it to his officials and
attendants. 16 Your male and female servants and the best of your cattle[c] and
donkeys he will take for his own use. 17 He will take a tenth of your flocks,
and you yourselves will become his slaves. 18 When that day comes, you will
cry out for relief from the king you have chosen, but the LORD will not
answer you in that day.”
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7371a
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7375b
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7386c
2
19 But the people refused to listen to Samuel. “No!” they said. “We wanta
king over us. 20 Then we will be like all the other nations, with a king to lead
us and to go out before us and fight our battles.”
21 When Samuel heard all that the people said, he repeated it before
the LORD. 22 The LORD answered, “Listen to them and give them a king.”
Then Samuel said to the Israelites, “Everyone go back to your own town.”
Samuel Anoints Saul
9 There was a Benjamite, a man of standing, whose n.
1 Journal Entry #9 What principle did you select .docxoswald1horne84988
1
Journal Entry #9
What principle did you select?
I selected principle 1 of part 1, “Don’t criticize, condemn or complain”.
Who did you interact with?
For this assignment I interacted with my younger cousin.
What was the context?
I had visited my Aunty and she and her husband asked me to stay a while as I was on school
break. They accommodated me and I decided in return to help look after my cousin in the period
when he got out of school and before they got back from work. He is 5 years old and can be quite
the handful.
What did you expect?
I expected that an authoritative approach would easily compel him to follow my instructions so
that the transition from school life into home life would be easy.
What happened?
At first, I used commanding language to get him to change out of his uniform or properly store
his back pack and books before stepping out to play. The first day was difficult and the way I
deal with him were not getting through. On the 2nd day, the same was observed. On the 3rd day,
before he could drop his back pack and run out, I offered to make him a sandwich to eat before
he left to play if he would change and clean up. He rushed up stairs and freshened up. On the
next day, he came home and rushed up to change and freshen up all on his own. I had not
initially offered; but I made him a sandwich regardless.
How did it make you feel?
It made me feel good to be able to get through to my cousin. After this, if I ever needed him to
do something in a better way than previously, I would encourage him onto a different way of
accomplishing the same. I would often offer praise after adoption of the new suggested method
was adopted or offered incentive.
2
What did you learn?
I learnt that in criticizing a person’s action, it is difficult to deter their belief in their methods,
values or beliefs. This usually just gives them the will to justify or defend their positions. It is
almost an exercise in futility to attempt to effect change by complaining, condemning or
criticizing.
What surprised you?
I was surprised by how fast the change was effected after the shift in direction I took to approach
my cousin. In not criticizing his way of doing things any longer and employing a different tactic,
I was able to influence his routine as well as build good rapport with him.
Going forward, how can you apply what you learnt?
Going forward I will attempt to understand that everyone has a belief or image of their own that I
should respect. These beliefs, systems and values are crucial to their inherent dignity and to
criticize or attack this will only fuel conflict.
Running head: Physical activity project 1
Physical activity project:
A 7-day analysis and action plans
Student Name
National University
Physical activity project 2
Introduction
Physical activity (PA) has been a major component of public health since the rise of
chronic illnesses .
1
HCA 448 Case 2 for 10/04/2018
Recently, a patient was transferred to a cardiac intensive care unit (CICU) at Methodist Hospital.
Methodist is a 250-bed hospital, which is one of five hospitals in the University Health System.
The patient was a retired 72-year-old man, who recently (i.e., 25 days ago) had a mild heart
attack and was treated and released from a sister hospital, which is in the same system as
Methodist Hospital. An otherwise health individual, Mr. Charlie Johnson (a husband, father of 4,
and grandfather of 12) is in now need or lots of medication and a battery of tests. To the nurses
on shift, it appears that the entire Johnson family is in patient’s room watching the clinical staff
treated Mr. Johnson. The family overhears everything and they want to know what is being done
to (and for) their loved one. In addition, they want to know the meaning behind the various beeps
coming from the many machines attached to Mr. Johnson.
Over the past 10 years, the latest U.S. News and World report has ranked Methodist Hospital as
one of the Best Hospitals for Cardiology & Heart Surgery. However, it is important to note that
over the past few years, the unit has dropped in the rankings.
Katherine Ross RN, the patient care director of the CICU, which has 14 beds, has held this post
for two years. (See Figure) The unit has a $20 million budget. Ms. Ross has worked at Methodist
Hospital for 16 years. She spends 50 percent of her time on patient safety, 25 percent on staffing
and recruitment, and 20 percent with nurses in relation to their satisfaction with the work and
with families relative to their satisfaction with care. Ten percent of Ms. Ross’s time is spent on
administrative duties. According to Ms. Ross, “I like is working with exceptional nurses who are
very smart and do what it takes with limited resources. However, we don’t always feel
empowered, despite the existence of shared governance, a structure I help to coordinate.”
2
Relationship with Nurses on the Unit:
Nurses on the unit work a three day a week, 12 hours a shift. Ms. Ross says, “we did an
employee opinion survey that went to all employees on the unit, 50 people in all, but only 13
responded. Some of them weren’t sure who their supervisor was. The employees aren’t happy
but our patients are happy.” She adds that “my name is on the unit, not the medical director’s. If
anything goes wrong with the unit, they blame it on nursing. Yet I’m brushed off by people
whom I have to deal with outside of the unit. For example, we have a problem with machines
that analyze blood gases. I spoke with the people there about the technology. This was four
weeks ago. It’s a patient safety issue. I sent them e-mails. I need the work to get done, the staff
don’t feel empowered if I’m not empowered. This goes for other departments as well. For
example, respiratory therapy starts using a new ventilator witho.
1
HC2091: Finance for Business
Trimester 2 2018
Group Assignment
Assessment Value: 20%
Due Date: Sunday 23:59 pm, Week 10
Group: 2- 4 students
Length: Min 2500 words
INSTRUCTIONS
Students are required to form a group to study, undertake research, analyse and conduct academic
work within the areas of business finance covered in learning materials Topics 1 to 10 inclusive.
The assignment should examine the main issues, including underlying theories, implement
performance measures used and explain the firm financial performance. Your group is strongly
advised to reference professional websites, journal articles and text books in this assignment (case
study).
Tasks
This assessment task is a written report and analysis of the financial performance of a selected
listed company on the ASX in order to provide financial and investment advice to a wealthy
investor. This assignment requires your group to undertake a comprehensive examination of a
firm’s financial performance based on update financial statements of the chosen companies.
Group Arrangement
This assignment must be completed IN Group. Each group can be from 2 to maximum 4 student
members. Each group will choose 1 company and once the company has been chosen, the other
group cannot choose the same company. First come first served rule applies here, it means you
need to form your group, choose on company from the list of ASX and register them with your
lecturer as soon as possible. Once your lecturer registers your chosen company, it cannot be
chosen by any other group. Your lecturer then will put your group on Black Board to enable you
to interact and discuss on the issues of your group assignment using Black Board environment.
However, face to face meeting, discussion and other methods of communication are needed to
ensure quality of group work. Each group needs to have your own arrangement so that all the
group members will contribute equally in the group work. If not, a Contribution Statement,
which clearly indicated individual contribution (in terms of percentage) of each member, should
be submitted as a separate item in your assignment. Your individual contribution then will be
assessed based on contribution statement to avoid any free riders.
2
Submission
Please make sure that your group member’s name and surname, student ID, subject name, and
code and lecture’s name are written on the cover sheet of the submitted assignment.
When you submit your assignment electronically, please save the file as ‘Group Assignment-
your group name .doc’. You are required to submit the assignment at Group Assignment
Final Submission, which is under Group Assignment and Due Dates on Black Board.
Submitted work should be your original work showing your creativity. Please ensure the self-
check for plagiarism to be done before final submission (plagiarism check is not over 30% .
1 ECE 175 Computer Programming for Engineering Applica.docxoswald1horne84988
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ECE 175: Computer Programming for Engineering Applications
Homework Assignment 6
Due: Tuesday March 12, 2019 by 11.59 pm
Conventions: Name your C programs as hwxpy.c where x corresponds to the homework number and y
corresponds to the problem number. For example, the C program for homework 6, problem 1 should be
named as hw6p1.c.
Write comments to your programs. Programs with no comments will receive PARTIAL credit. For each
program that you turn in, at least the following information should be included at the top of the C file:
- Author and Date created
- Brief description of the program:
- input(s) and output(s)
- brief description or relationship between inputs and outputs
Submission Instructions: Use the designated Dropbox on D2L to submit your homework.
Submit only the .c files.
Problem 1 (15 points) Write a program that returns the minimum value and its location, max
value and its location and average value of an array of integers. Your program should call a
single function that returns that min and its location, max and its location and mean value of
the array. Print the results in the main function (not within the array_func function).
See sample code execution below. The declaration of this function is given below:
void array_func (int *x, int size, int *min_p, int *minloc_p, int *max_p, int *maxloc_p, double *mean_p)
/* x is a pointer to the first array element
size is the array size
min_p is a pointer to a variable min in the main function that holds the minimum
minloc_p is a pointer to a variable minloc in the main function that holds the location where the
minimum is.
max_p is a pointer to a variable max in the main function that holds the maximum
maxloc_p is a pointer to a variable maxloc in the main function that holds the location where the
maximum is.
mean_p is a pointer to a variable mean in the main function that holds the mean */
Declare the following array of integers within the main function:
Sample code execution:
int data_ar[] = { -3, 5, 6, 7, 12, 3, 4, 6, 19, 23, 100, 3, 4, -2, 9, 43, 32, 45,
32, 2, 3, 2, -1, 8 };
int data_ar2[] = { -679,-758,-744,-393,-656,-172,-707,-32,-277,-47,-98,-824,-695,
-318,-951,-35,-439,-382,-766,-796,-187,-490,-446,-647};
int data_ar3[] = {-142, -2, -56, -60, 114, -249, 45, -139, -25, 17, 75, -27, 158,
-48, 33, 67, 9, 89, 33, -78, -180, 186, 218, -274};
2
Problem 2 (20 points): A barcode scanner verifies the 12-digit code scanned by comparing the
code’s last digit to its own computation of the check digit calculated from the first 11 digits as
follows:
1. Calculate the sum of the digits in the odd-numbered indices (the first, third, …, ninth
digits) and multiply this sum by 3.
2. Calculate the sum of the digits in the even-numbered indices (the 0th, second, … tenth
digits).
3. Add the results from step 1 and 2. If the last digit of the addition result is 0, then 0 is the
check digit. .
1 Cinemark Holdings Inc. Simulated ERM Program .docxoswald1horne84988
1
Cinemark Holdings Inc.: Simulated ERM Program
Ben Li, Assistant Vice President of Compliance, is assigned the responsibility of developing an ERM
program at Cinemark Holdings Inc. (CHI). Over the past year, Ben has put in place the following ERM
activities:
Risk Identification and Assessment
The risk identification and assessment process steps are as follows:
1) Conduct online surveys of the heads of the 10 business segments and their 1-2 direct reports (15
people) and their mid-level managers (80 people). Exhibit 1 shows the instructions that are
included in the online survey. Exhibit 2 shows samples of the information collected from the
online survey.
2) Each of the 10 business segments separately organizes and compiles the results of the online
survey. They typically compile a robust list of 70-80 potential key risks. Each business segment
then prioritizes their top-5 risks and reports them to Ben Li, resulting in a total of 50 key risks (a
partial sample of the top-50 risk list is shown in Exhibit 3).
3) A consensus meeting is conducted where the 50 risks are shared with the top 10 members of
senior management in an open-group setting at an offsite one-day event. The 50 risks are each
discussed one at a time, after which the facilitator has the group collectively discuss and score
them for likelihood and severity. The risk ranking is calculated as the likelihood score plus the
severity score; the control effectiveness score is used to determine if there is room to improve
the controls and is used in the risk decision making process step. The top-20 risks are identified
as the key risks to CHI and are selected for additional mitigation and advanced to the risk
decision making stage. A Heat Map (see Exhibit 4) is provided to assist in this effort.
4) The 30 risks remaining from the 50 discussed at the consensus meeting are considered the non-
key risks, and these are monitored with key risk indicators to see if, over time, either the
likelihood and/or severity is increasing to the level which would result in one of these being
elevated to a key risk.
Risk Decision Making
Ben Li formed a Risk Committee to look at the risk identification and assessment information and to
define CHI’s risk appetite and risk limits, which were defined as follows:
Risk Appetite
CHI will maintain its overall risk profile in a manner consistent with our mission and vision and with the
expectations of our shareholders.
Risk Limits
CHI will also avoid any individual risk exposures deemed excessive by its Risk Committee; the individual
risk exposures will be determined separately for each key risk. CHI has zero tolerance for risks related to
internal fraud or violations of the employee code of conduct.
2
Ben Li expanded the role of the Risk Committee to also select and implement the risk mitigation for each
of the 20 key risks, at the same time as the committee determines the risk limits. .
1 Figure 1 Picture of Richard Selzer Richard Selz.docxoswald1horne84988
1
Figure 1 Picture of Richard Selzer
Richard Selzer
What I Saw at the Abortion
I am a surgeon. Sick flesh is everyday news. Escaping blood, all the outpourings of
disease, meaty tumors that terrify–I touch these to destroy them. But I do not make symbols of
them.
What I am saying is that I have seen and I am used to seeing. I am a man who has a
trade, who has practiced it long enough to see no news in any of it. Picture me, then. A
professional in his forties, three children, living in a university town—so, necessarily, well—
enlightened? Enough, anyhow. Successful in my work, yes. No overriding religious posture.
Nothing special, then, your routine fellow, trying to do his work and doing it well enough. Picture
me, this professional, a sort of scientist, if you please, in possession of the standard admirable
opinions, positions, convictions, and so on–on this and that matter–on abortion, for example.
All right. Now listen.
It is the western wing of the fourth floor of a great university hospital. I am present
because I asked to be present. I wanted to see what I had never seen: an abortion.
The patient is Jamaican. She lies on the table in that state of notable submissiveness I
have always seen in patients. Now and then she smiles at one of the nurses as though
acknowledging a secret.
A nurse draws down the sheet, lays bare the abdomen. The belly mounds gently in the
twenty-fourth week of pregnancy. The chief surgeon paints it with a sponge soaked in red
antiseptic. He does this three times, each time a fresh sponge. He covers the area with a sterile
sheet, an aperture in its center. He is a kindly man who teaches as he works, who pauses to
reassure the woman.
He begins.
“A little pinprick,” he says to the woman. He inserts the point of a tiny needle at the
midline of the lower portion of her abdomen, on the downslope. He infiltrates local anesthetic into
the skin, where it forms a small white bubble.
The woman grimaces. “That is all you will feel,” the doctor says, “except for a little
pressure. But no more pain.” She smiles again. She seems to relax. She settles comfortably on
the table. The worst is over.
The doctor selects a three-and-one-half-inch needle bearing a central stylet. He places
the point at the site of the previous injection. He aims it straight up and down, perpendicular.
Next he takes hold of her abdomen with his left hand, palming the womb, steadying it. He thrusts
with his right hand. The needle sinks into the abdominal wall.
“Oh,” says the woman quietly.
But I guess it is not pain she feels. It is more a recognition that the deed is being done. Another
thrust and he has speared the uterus.
“We are in,” he says. He has felt the muscular wall of the organ gripping the shaft of his
needle. A further slight pressure on the needle advances it a bit more. He takes his left hand
2
from the woman’s abdomen. He retracts the filament of the stylet from the bar.
1 Contemporary Approaches in Management of Risk in .docxoswald1horne84988
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Contemporary Approaches in Management of Risk in Engineering Organizations
Assignment-1
Literature review
Student name: Hari Kiran Penumudi
student id: 217473484
Table of Contents
2
INTRODUCTION………………………………………………………………………3-4
OBJECTIVES & DELIVERABLES…………………………………………………....4
REVIEW OF LITERATURE…………………………………………………………....5-13
Risk and Risk Management………………………………………………………5-6
Risk Management Frameworks……………………………………………….....6-10
Importance of Risk Management in Engineering………………………….........10-13
GENERAL PROBLEM STATEMENT…………………………………………………13-14
RESEARH STRATEGY…………………………………………………………………14-15
RESOURCES REQUIREMENTS……………………………………………………….16
PROJECT PLANNING…………………………………………………………………..16
REFERNCES…………………………………………………………………………….17-19
Contemporary Approaches in Management of Risk in Engineering Organizations
3
Introduction
The term, ‘risk’ as defined by the Oxford English dictionary is a possibility to meet with any
kind of danger or suffer harm. Risk is a serious issue that every organization has to deal with in
their everyday operations. However, nature and magnitude of risks largely vary from
organization to organization and often depend on the type of the organization. Therefore,
organizations irrespective of their type of operations keep a risk management team that looks
after every risk to which an organization is vulnerable. Organizations in the field of engineering
also have to come across some inherent risks that negatively impact their operations. Engineering
may be defined as the process of applying science to practical purposes of designing structures,
systems, machines and similar things. Therefore, like every other organization, risk assessment
and management is also an integral part of engineering organizations. Since the task of
engineering is mostly complex, the risks in this area are also very complicated. If risks in
engineering field are not mitigated effectively it may produce long-term danger that may affect
both the organizational services and the society in whole. Hence, the activity of risk management
within engineering organizations must be undertaken seriously and measured thoroughly in order
to reduce the threat of risks. Amyotte et al., (2006) simply puts it like within the engineering
practice, an inbuilt risk is always present. Studies have found that despite the knowledge of
inherent risks within the field and activity of engineering, organizations are not very aware in
imparting knowledge about risk management to their engineers. From this the need of education
regarding the risk management approaches arises. Therefore, this paper tries to find out
approaches to management of risks and importance of these approaches within the area of
engineering. Bringing on the contemporary evidence from the literature review related to risk
management approaches, the paper examines how those approaches can be helpful for
4 .
1
Assignment front Sheet
Qualification Unit number and title
Pearson BTEC Levels 4 and 5 Higher
Nationals in Health and Social Care (RQF)
HNHS 17: Effective Reporting and Record-keeping in
Health and Social Care Services
Student name Assessor name Internal Verifier
B. Maher F. Khan
Date issued: Final Submission:
12/10/2018 18/01/2019
Assignment title
Effective Reporting and Record-keeping in Health and Social
Care services
Submission Format
This work will be submitted in 2 different formats:
Assessment 1 should be submitted as a word-processed report document in a standard report
style, which requires the use of headings, titles and appropriate captions. You may also choose
to include pictures, graphs and charts where relevant to support your work. The recommended
word count for this assignment is 1500–2000 words, though you will not be penalised for
exceeding this total.
Assessment 2 requires the submission of evidence from a mock training event on record-
keeping. This will include a set of materials used in the event, to include an electronic
presentation, evidence of your own record-keeping across a range of types of records, as well as
where you will demonstrate you have evaluated the effectiveness of your own completion of
relevant records. The recommended word count for the presentation is 1000–1500 words
(including speaker notes), though you will not be penalised for exceeding this total.
For both assessments, any material that is derived from other sources must be suitably
referenced using a standard form of citation. Provide a bibliography using the Harvard
referencing system.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care setting
LO2 Explore the internal and external recording requirements in a care setting
Assignment Brief and Guidance
2
Purpose of this assignment:
The purpose of the assignment is to assess the learner firstly in relation to both the legal and
regulatory aspects of reporting and record keeping in a care setting through producing an internal
evaluative review of record keeping in their own care setting. Secondly, the learner will be
assessed on the internal and external recording requirements in a care setting. Thirdly, the learner
will be assessed on Review the use of technology in reporting and recording service user care in a
care setting and fourthly the learner will demonstrate how to keep and maintain records in own care
setting in line with national and local policies.
Breakdown of assignment:
Assignment:
You need to produce one written piece of work of 2,500 words (+/- 10%) covering all the
assessment criterion in LO1-LO4 as one document.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care
setting
LO2 Explore the internal and external recording.
1 BBS300 Empirical Research Methods for Business .docxoswald1horne84988
1
BBS300 Empirical Research Methods for Business
TSA, 2018
Assignment 1
Due: Sunday, 7 October 2018,
23:55 PM
This assignment covers material from Sessions 1-4 and is worth 20% of your total mark
of BBS300. Your solutions should be properly presented, and it is important that you
double-check your spelling and grammar and thoroughly proofread your assignment
before submitting. Instructions for assignment submission are presented in
the “Assignment 1” link and must be strictly adhered to. No marks will be
awarded to assignments that are submitted after the due date and time.
All analyses must be carried out using SPSS, and no marks will be awarded
for assignment questions where SPSS output supporting your answer is not
provided in your Microsoft Word file submitted for the Assignment.
Questions
In this assignment, we will examine the “Real Estate Market” dataset (described at the
end of the assignment ) and “Employee Satisfaction” dataset. Before beginning the
assignment, read through the descriptions of these dataset and their variables carefully.
The “Real Estate Market” dataset can be found in the file “realestatemarket.sav,” and
the “Employee Satisfaction” dataset can be found in the file “employeesatisfaction.sav.”
You will need to carefully inspect both SPSS data files to be sure that the
specification of variable types is correct and, where appropriate, value
labels are entered.
1. (12 marks)
2
Use appropriate graphical displays and measures of centrality and dispersion
to summarise the following four variables in the “Real Estate Market” dataset. For
graphical displays for numeric data, be sure to comment on not only the shape of
the distribution but also compliance with a normal distribution. Be sure to
include relevant SPSS output (graphs, tables) to support your answers.
(a) Price.
(b) Lot Size.
(c) Material.
(d) Condition.
2. (8 marks)
Again consider the variable Price, which records the property price (in AUD). It
is of interest to know if this is associated with the distance of the property is
located to the train station. It i s al so of i nter e st t o kn o w if th e p rop ert y
pri ce s are a sso ciate d with di st an ce to t h e ne ar e st b u s sto p. Carry out
appropriate statistical techniques to assess whether there is a significant
association between the property price and distance to the nearest train (To train)
station and the nearest bus stop (To bus). Be sure to thoroughly assess the
assumptions of your particular analysis, and be sure to include relevant SPSS
output (graphs, tables) to support your answers.
3. (7 marks)
Consider the “Employee Satisfaction” dataset, which asked participants to provide their
level of regularity to a series of thirteen statements. Conduct an appropriate analysis
to assess the reliability of responses to these statements. If the reliability will
increa.
1 ASSIGNMENT 7 C – MERGING DATA FILES IN STATA Do.docxoswald1horne84988
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ASSIGNMENT 7 C – MERGING DATA FILES IN STATA
Download the world development data covering the years 2000-2016 from the website
“http://databank.worldbank.org/data/reports.aspx?source=World-Governance-Indicators” for the
following upper-middle-income countries.
Countries of Interest:
Albania Ecuador Montenegro
Algeria Equatorial Guinea Namibia
American Samoa Fiji Nauru
Argentina Gabon Panama
Azerbaijan Grenada Paraguay
Belarus Guyana Peru
Belize Iran, Islamic Rep. Romania
Bosnia and Herzegovina Iraq Russian Federation
Botswana Jamaica Samoa
Brazil Kazakhstan Serbia
Bulgaria Lebanon South Africa
China Libya St. Lucia
Colombia Macedonia, FYR St. Vincent and the Grenadines
Costa Rica Malaysia Suriname
Croatia Maldives Thailand
Cuba Marshall Islands Tonga
Dominica Mauritius Turkey
Dominican Republic Mexico Turkmenistan
Tuvalu
Venezuela, RB
Variables of Interest
Control of Corruption: Estimate
Government Effectiveness: Estimate
Political Stability and Absence of Violence/Terrorism:
Estimate
Regulatory Quality: Estimate
Rule of Law: Estimate
Voice and Accountability: Estimate
2
STEP 1 - Download the data from the World-Governance-Indicators database as shown below
STEP 2 - Check the variables of interest
3
Please make sure you are checking the variables with “Estimates”.
TO VIEW THE DEFINITIONS OF THE VARIABLES
4
Step 3 – Select countries of interest
5
Step 4 – Click on “Time” and select the “year range” you are interested in (2000-2016)
6
Step 5 – Click on the “Layout” as shown below
Change the time layout to “Row,” series to “Column” and Country to “Row.”
Next, click on the “apply changes.”
Step 6 – Click on the “Download option” and select “Excel” as shown below
7
STEP 7: Using Excel, Replace the Missing Values With “.” (See previous assignments)
STEP 8: SAVE THE EXCEL DATA FILE ON YOUR COMPUTER PREFERABLY IN A
FOLDER
STEP 9: IMPORT YOUR DATA INTO STATA AND NAME YOUR DATA SET
“WORLD_GOVERNANCE_INDICATORS.” (See previous assignments for steps)
8
STEP 10; RENAME THE VARIABLES AS SHOWN BELOW (See previous assignments for
steps)
Using stata, merge the data set from “ASSIGNMENT 3B” with this dataset
VERY IMPORTANT Note: Merging two datasets requires that both have at least one variable in
common (either string or numeric).
This statement requires that the variable name for “Time” and “Country” should be the same in the two
data set
MERGING THE DATASET FROM “ASSIGNMENT 3” WITH THE DATA FROM THE
WORLD GOVERNANCE INDICATORS
Merging data files in stata
https://www.youtube.com/watch?v=EV-5PztbHs0
https://www.youtube.com/watch?v=Uh7C0mlhB3g&t=54s
https://www.youtube.com/watch?v=2etG_34ODoc
I will strongly encourage you to watch these videos before merging
I will also strongly recommend you read the notes in the link below before you star.
1 Assessment details for ALL students Assessment item.docxoswald1horne84988
1
Assessment details for ALL students
Assessment item 3 - Individual submission
Due date: Week 12 Monday (1 Oct 2018) 11:55 pm AEST
Weighting:
Length:
50% (or 50 marks)
There is no word limit for this report
Objectives
This assessment item relates to the unit learning outcomes as stated in the unit profile.
Enabling objectives
1. Analyse a case study and identify issues associated with the business;
2. Develop and deploy the application in IBM Bluemix;
3. Evaluate existing and new functionalities to address business problems;
4. Prepare a document to report your activities using text and multimedia (for example screenshots, videos).
General Information
The purpose of this assignment is to create a cloud based simulating environment which will help to
identify/understand the problem stated in the given case study using analysis tools available in IBM
Bluemix. In assignment three, you are working individually. By doing this assignment, you will
learn to use skills and knowledge of emerging technologies like cloud computing, IoT, to simulate a
business scenario to capture operational data and share with a visualization tool. You will acquire a
good understanding of smart application design in a cloud environment for efficient application
configuration and deployment.
What do you need to do?
The assignment requires you to do the following -
• Download the ‘Starter_Code_For_Assignment_Three.rar’ given in week 8 to
configure, and deploy a cloud based smart/IoT (Internet of Things) application to
simulate the business case.
• Choose a case study out of given two below and analyse the case study to
understand the business problem and design a solution for those problems.
• Deploy the starter source code in your Bluemix account and modify it to address
all required milestones mentioned in your chosen case study.
• Finally prepare a report according to given format and specifications below and
submit it in Moodle.
2
Report format and specifications -
You are required to submit a written report in a single Microsoft Word (.doc or .docx)
document. There is no word limit but any unnecessary information included in the report
may result in reduced marks.
The report must contain the following content (feel free to define your own sections,
as long as you include all the required content):
o Cover page/title page and Table of contents
o URL of the app and login details of the IBM Bluemix account
o Introduction
o Case study analysis which will report –
o Business problems you have identified in the case study
o Possible solutions for each and how do these solutions address the
business problems?
o What are the solutions you implemented in the application?
o The step by step process you have followed to configure and deploy the smart app
for business case simulation. You may choose to use screenshots and notes to
enrich your report but you must have a video of the pr.
1
CDU APA 6th
Referencing Style Guide
(February 2019 version)
2
Contents
APA Fundamentals .......................................................................................... 3
Reference List ................................................................................................... 3
Citing in the text ............................................................................................... 5
Paraphrase ................................................................................................... 5
Direct quotes................................................................................................. 5
Secondary source .......................................................................................... 6
Personal communications............................................................................. 6
Examples .......................................................................................................... 7
Book .............................................................................................................. 7
eBook ............................................................................................................ 7
Journal article with doi ................................................................................ 7
Journal article without doi ........................................................................... 7
Web page ...................................................................................................... 7
Books - print and online ................................................................................... 8
Single author ................................................................................................ 8
eBook/electronic book ................................................................................ 11
Journal articles, Conference papers and Newspaper articles ........................ 13
Multimedia ..................................................................................................... 16
YouTube or Streaming video ..................................................................... 16
Online images ................................................................................................. 17
Web sources and online documents ................................................................ 20
Web page .................................................................................................... 20
Document from a website ........................................................................... 21
Legislation and cases ...................................................................................... 23
Common abbreviations .................................................................................. 24
Appendix 1: How to write an APA reference when information is missing .. 25
Appendix 2: Author layout.
1
BIOL 102: Lab 9
Simulated ABO and Rh Blood Typing
Objectives:
After completing this laboratory assignment, students will be able to:
• explain the biology of blood typing systems ABO and Rh
• explain the genetics of blood types
• determine the blood types of several patients
Introduction:
Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the
same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team
who discovered another blood group, the Rh blood group system. There are many blood group systems known
today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The
designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was
discovered.
Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different
common blood types, which are determined by the presence or absence of certain antigens – substances that
can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs
also known as erythrocytes).
ABO System:
The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.
Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person
normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes
but does not produce antibodies against those antigens that are present on his/her erythrocytes.
• A person who is blood type A will have A antigens on the surface of her/his RBCs and will have
antibodies against B antigens (anti-B antibodies). See picture below.
• A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies
against antigen A (anti-A antibodies).
• A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has
BOTH anti-A and anti-B antibodies.
• A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has
neither anti-A nor anti-B antibodies.
The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups
are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is
the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%
of the population. The incidences of types B and AB are 12% and 4%, respectively.
2
Table 1: The ABO System
Blood
Type
Antigens on
RBCs
Antibodies
in the Blood
Can GIVE Blood
to Groups:
Can RECEIVE
Blood from Groups:
A A Anti-B A, AB O, A
B B Anti-A B, AB O, B
AB A and B
Neither anti-A
nor anti-B
AB O, A, B, AB
O
Neither A nor
B
Both anti-A.
1
Business Intelligence Case
Project Background
Mell Industries is a national manufacturing firm that specializes in textiles based out of
Chicago. Starting out as a small factory in Warrenville, Illinois, the firm experienced a period of steady
growth over the past twenty-four years. Steadily opening new warehouses and factories in the
surrounding areas in Michigan and Indianapolis until eventually moving their base of operations to
Chicago. Due to this expansion, Mell Industries is at the height of its production and hopes to avoid any
interferences or deceleration of growth.
In recent years, the firm has been under heavy media scrutiny for supposedly compensating its
female staff unfairly lower compared to male counterparts. This was initiated when a disgruntled
employee leaked the company payroll allegedly showcasing an unjust gap of income between the
female employee and her male counterpart. This type of gender pay gap is highly criticized and as a
precaution, Mell Industries has hired Cal Poly Pomona to conduct research to determine the validity of
these claims. Mell Industries has provided Cal Poly Pomona with a data set of a sample population of
747 employees. Mell Industries has also offered Cal Poly Pomona compensation for any promising
information gathered. Mell Industries may use information gathered from this project in future
employee compensation decisions.
The initial dataset has been given to you in the form of an excel spreadsheet titled
Case_dataset.xlsx consisting of 12 columns labeled:
● Column A - Employee ID
● Column B - Gender
● Column C - Date of Birth
● Column D - Date of Hire
● Column E - Termination Date
● Column F - Occupation
● Column G - Salary
● Column H to L - Employee Evaluation Metrics
In addition, Mell Industries provided the latest annual employee performance review evaluation
results rating each employee in various performance categories. They have turned over this information
separately and as a consultant, it is your task to provide Mell Industries with the most accurate and
relevant information in a digestible form. Furthermore, using excel skills learned during the course, you
will manipulate and analyze the data set in order to make appropriate managerial decisions. You will
utilize excel functions highlighted in this project as well as a pivot table and chart to form a decision
support system in order to answer the critical thinking questions.
Project Objective
The purpose of this project is to perform a methodical data analysis to assist the company make
an informed decision. This could also serve as a basis for implementing critical adjustments to certain
business aspects if necessary. Illustrate the business process by condensing a large set of data, to
present relevant information with data visualization. We will be utilizing Microsoft Excel 2016 to
complete this project.
2
TA.
1 Essay #2 Multimodal Analysis In this 4-5 page p.docxoswald1horne84988
1
Essay #2 Multimodal Analysis
In this 4-5 page paper, you will pick an advertisement about The Walking Dead to analyze and
evaluate how it creates an argument through multimodality.
Most media you encounter each day combines modes—news articles include photographs;
television shows include audio, verbal text, and gestures; websites make use of alphabetic text
and spatial arrangement; music contains both lyrics and sound. Even an academic paper has
multimodal elements such as font choice, double-spacing, margins, etc. By analyzing multimodal
texts you can become a more active viewer of the media that surrounds us and understand how
media shapes our understanding of the world.
Ultimately, your goal is to recognize and evaluate different modes in order to discover how the
modes work together to create arguments and how they respond to rhetorical situations. Your
thesis should make an argument for how you interpret the ad’s message and whether the ad is
successful or not (i.e. is it persuasive for its intended audience) based on its use of visual and
rhetorical strategies. In other words, you will take a stance about the piece and make an argument
about its messages and rhetorical strategies. In the body of your essay, you will use rhetorical
appeals (ethos, pathos, logos) and concepts from visual design to specifically focus on HOW the
visual rhetoric works, not simply WHAT it conveys: discuss how the use of rhetorical appeals
determines the effectiveness of the visual argument. To complete the essay successfully, you
will need to discuss specific and concrete elements of the image/commercial as visual and/or
audio evidence.
Assignment Objectives
• To gain the ability to recognize the modes and media elements in a multimodal text.
• To use multimodal evidence to make an argument.
• To improve the ability to describe evidence in specific detail.
• To strengthen critical thinking and analysis skills
• To understand a multimodal text in terms of its rhetorical situation.
• To become an active viewer of multimodal texts.
Assignment Requirements
• 4-5 page essay, double-spaced, 12-point TNR font
• Includes a clear introduction that identifies all elements of rhetorical situation for the ad
(speaker, purpose/message, intended audience, contexts)
• Includes an argumentative thesis that provides an interpretation of the ad’s message and a
claim about its rhetorical effectiveness based on rhetorical and visual/audio strategies
• Includes clear, claim-based topic sentences that organize the essay around analytical
points
• Analyzes evidence from the ad (does not summarize) by interpreting concrete details for
the reader
• A conclusion that summarizes main points and provides some kind of application for
readers
2
Aspects of Multimodality to Consider
The following are the five main modes that can be found in a multimodal text with some
examples of elements .
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
1 Films on Africa 1. A star () next to a film i.docx
1. 1
Films on Africa
1. A star (*) next to a film indicates that portions of that film
might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. Available: at the Madden and Fresno County Public
Libraries, via Netflix, Blackboard or on-line.
4. For the on-line films, you can click on the link and this will
lead you directly to the film.
5. Please be advised that a few films have the following notice:
Warning: Contains scenes which some
viewers may find disturbing. You decide whether you want to
watch them or not.
6. Some films are available on-line via VOD.
7. Let your instructor know if a link is no longer working.
The Africans (9 VHS films – each 60 min or 5 DVDs – each 120
min): Co-
production of WETA-TV and BBC-TV. Presented by Ali A.
Mazrui. 1986.
Available at Madden Media & Fresno Public Libraries
Vol. 1 – The Nature of a continent*
Summary: Examines Africa as the birthplace of humankind and
2. discusses
the impact of geography on African history, including the role
of the Nile
in the origin of civilization and the introduction of Islam to
Africa through its Arabic borders.
Vol. 2 – A Legacy of lifestyles*
Summary: This program explores how African contemporary
lifestyles are influenced by
indigenous, Islamic and Western factors. It compares simple
African societies with those that
are more complex and centralized, and examines the importance
of family life.
Vol. 3 – New gods
Summary: This program examines the factors that influence
religion in Africa, paying particular
attention to how traditional religions, Islam, and Christianity
co-exist and influence each other.
Vol. 4 – Tools of exploitation
Summary: The impact of the West on Africa and the impact of
Africa on the development of the
West are contrasted with an emphasis on the manner in which
Africa's human and natural
resources have been exploited before, during, and after the
colonial period.
Vol. 5 – New conflicts
Summary: Explores the tensions inherent in the juxtaposition of
3 African heritages, looking at
3. the ways in which these conflicts have contributed to the rise of
the nationalist movement, the
warrior tradition of indigenous Africa, the jihad tradition of
Islam, and modern guerilla warfare.
Vol. 6 – In search of stability
Summary: Gives an overview of the several means of governing
in Africa. Examines new social
orders to illustrate an Africa in search of a viable form of
government in the post-independence
period.
1.
2
Vol. 7 – A Garden of Eden in decay?
Summary: Identifies the problems of a continent that produces
what it does not consume and
consumes what it does not produce. Shows Africa's struggle
between economic dependence
and decay.
Vol. 8 – A Clash of cultures*
Summary: Discusses the conflicts and compromises which
emerge from the coexistence of
many African traditions and modern life. Explores the question
of whether Africa can synthesize
its own heritage with the legacies of Islam and the West.
4. Vol. 9 – Global Africa
Summary: Discusses African contributions to contemporary
culture, including the significance of
the African Diaspora, particularly in North America. Also
examines the continuing influence of
the superpowers on the affairs of Africa.
Africans in America: America's journey through slavery 2
DVDs (180
min. each): Produced for PBS by WGBH Boston.
Available at Madden Media & Fresno Public Libraries
Disc 1: The Terrible transformation* – Revolution.
Disc 2: Brotherly love – Judgment day.
Summary: Nearly ten years in the making, this landmark six-
hour film
series exposes the truth through surprising revelations, dramatic
recreations, rare archival photography and riveting first-person
accounts. [It] helps define the
reality of slavery's past through the insightful commentary of a
wide range of voices including
General Colin Powell, authors John Edgar Wideman and Barry
Unsworth and leading scholars.
Narrated by Academy Award nominee Angela Bassett it offers
unparalleled understanding -
from slavery's birth in the early 1600s through the violent onset
of civil war in 1860.
Warning: Contains scenes which some viewers may find
disturbing.
A day in the life of a village in Africa (60 min). By
Christopher Roy. *
Available at Madden Media & Fresno Public Libraries
Summary: Shows a typical day in Sayaga, a farming village in
5. Burkina Faso.
Includes scenes of food preparation, house building, children in
school,
traditional work, a funeral, and music.
A day in the life of Africa: (95 min.)
Available at Madden Media Library
Summary: On February 28, 2002, 100 photographers
documented life in
53 African countries. This film follows some of the
photographers as they
carried out their assignments, the results to be published in a
book in the
'Day in the life" series. Also shown is the process of choosing
which
pictures to include, as well as other details of book production.
2.
3.
4.
3
Africa Addio (Farewell Africa) – 140 min)
6. On-line at http://topdocumentaryfilms.com/africa-addio/
Summary: Italian documentary made in 1966 about the end of
the colonial
era in Africa. Documents some of the disruptions caused by
decolonization, such as poaching in former animal preserves
and bloody
revolutions, including the Zanzibar revolution which resulted in
the
massacre of approximately 5,000 Arabs in 1964. Shot over a
period of
three years, by Gualtiero Jacopetti and Franco Prosperi, two
Italian filmmakers who had gained
fame a few years earlier (with co-director Paolo Cavara) as the
directors of Mondo Cane in
1962. Warning: Contains scenes which some students may find
disturbing!
The empire in Africa – 2006 (88 min)
Available on-line at:
https://www.youtube.com/watch?v=AqIK0Rufa3Q
By Philippe Diaz. Focused on the bloody civil war in Sierra
Leone, it is the
perfect rejoinder to those who believe that the West has some
kind of
obligation to provide law and order through a “humanitarian”
military
intervention of the sort that NY Timesman Nicholas Kristof
contributor
calls for in Darfur or that Harvard professor Samantha Powers
called for in
Rwanda. Using interviews with the Revolutionary United Front
(RUF), a rebel group widely
portrayed as the Sierra Leone equivalent of the Janjaweed in
7. Darfur, as well as supporters of
military intervention against it, Diaz uncovers a rescue mission
much more about rescuing
diamond mining profits than lives. Warning: Contains scenes
which some students may find
disturbing!
An African Journey – 2010 (3 one-hour episodes)
On-Line at:
http://www.ovguide.com/tv/an_african_journey_with_jonathan_
dimbleb
y.htm
Summary: After four decades of reporting from the continent,
Jonathan
Dimbleby returns to Africa on a 7,000-mile journey to discover
how it is
changing. He starts his African journey in the capital of Mali,
Bamako, the
fastest-growing African city.
1. Following the course of the Niger River, Dimbleby finds not
a continent of beggars but of
industrious people, some of whom go to extraordinary lengths to
make a living, free-diving
20 feet to excavate building sand.
2. On the second leg of his illuminating journey across Africa,
Jonathan Dimbleby travels 2000
miles through East Africa’s Rift Valley.
3. On the final leg of his 7,000 mile odyssey, Jonathan
Dimbleby travels from Congo to Durban
in search of the stories revealing contemporary Africa.
8. At a party celebrating the Year of the Tiger, he learns how
China’s billion dollar deals have
rebooted African economies, once dependent on Western aid
and investment.
5.
6.
7.
http://topdocumentaryfilms.com/africa-addio/
https://www.youtube.com/watch?v=AqIK0Rufa3Q
http://www.ovguide.com/tv/an_african_journey_with_jonathan_
dimbleby.htm
http://www.ovguide.com/tv/an_african_journey_with_jonathan_
dimbleby.htm
4
Have You Heard From Johannesburg – 2010 (7 films, each 52
min long, for
a total of 8 hours)
Available at Madden Library (disc DT1970 .H394 2010 v.1-7)
Summary: A series covering the 45-year struggle against South
Africa's
apartheid system. Produced and directed by Connie Field, it
includes
events such as the Sharpeville massacre, the Soweto uprising,
9. the murder
of Steve Biko, and covers the role of some people less well-
known outside
South Africa than Nelson Mandela, such as African National
Congress leader Oliver Tambo. The
title comes from the lyrics of the Gil Scott-Heron song
“Johannesburg”.
Episode One: The Road to Resistance (1948-64)
As the U.N. adopts the Declaration of Human Rights, South
Africa implements apartheid. A
mass movement is born, then crushed, and Nelson Mandela is
jailed for life.
Episode Two: Hell of a Job (1960-69)
ANC Deputy President Oliver Tambo escapes into exile and
embarks on what will become a 30-
year journey to engage the world in the struggle to bring
democracy to South Africa.
Episode Three: The New Generation (1969-77)
Youth in South Africa and around the world join the growing
movement against apartheid and
the brutal suppression of a youth uprising in Soweto galvanizes
public support for sanctions
against South Africa.
Episode Four: Fair Play (1958-81)
With foreign governments reluctant to take action against
apartheid regime, athletes and
activists around the world hit white South Africa on the playing
field. International boycotts
against its sport teams help bring this human right crisis to the
forefront of global attention.
10. Episode Five: Selma to Soweto (1977-86)
African Americans alter U.S. foreign policy for the first time in
history, successfully pressuring
the U.S. to impose sanctions and politically isolate South
Africa.
Episode Six: The Bottom Line (1965-88)
International grassroots campaigns against major American
firms doing business in South Africa
economically isolate the apartheid regime and become the first
successful efforts to use
economic pressure to help bring down a government.
Episode Seven: Free at Last (1979-90)
An uprising in South Africa becomes the final blow in the
cumulative world effort to topple
apartheid. Nelson Mandela becomes a household name as the
campaign to free him ignites a
worldwide crusade.
8.
http://en.wikipedia.org/wiki/Sharpeville_massacre
http://en.wikipedia.org/wiki/Soweto_uprising
http://en.wikipedia.org/wiki/Steve_Biko
http://en.wikipedia.org/wiki/Nelson_Mandela
http://en.wikipedia.org/wiki/African_National_Congress
http://en.wikipedia.org/wiki/Oliver_Tambo
http://en.wikipedia.org/wiki/Gil_Scott-Heron
5
11. Portrait of Africa – 2000 (56 min)
Available at Madden Library
Summary: Few have ever witnessed the untouched splendor of
Africa. But
now you can. Portrait of Africa, set to the music of Vangelis
(Chariots of
Fire), Ladysmith Black Mambazo (of Paul Simon's Graceland)
and
legendary vocalist Miriam Makeba, is the sight-and-sound
odyssey that
takes you there. From Tanzania's sweeping Serengeti to
towering Mt.
Kilimanjaro, from Kenya's historic island of Lamu to the
volcanic shores of Lake Turkana,
Portrait of Africa presents a remarkable array of people, places,
wildlife and timeless ways with
a gorgeous detail and rhapsodic grace.
The Great Africa Scandal – (48 min)
On-line at: https://www.youtube.com/watch?v=GRIdMpCXCEw
Summary: Robert Beckford visits Ghana to investigate the
hidden costs of
rice, chocolate and gold and why, 50 years after independence
this
country, so rich in natural resources, is one of the poorest in the
world.
He asks if the activities of multinationals, the World Bank and
IMF have
actually made Ghana’s problems worse.
The Human Family Tree – (46 min)
On-line: http://topdocumentaryfilms.com/human-family-tree/
12. Summary: On a single day on a single street, with the DNA of
just a
couple of hundred random people, National Geographic Channel
sets out
to trace the ancestral footsteps of all humanity. Regardless of
race,
nationality or religion, all of us can trace our ancient origin
back to the
cradle of humanity, East Africa. What did our collective journey
look like,
and where did it take your specific ancestors?
Has God Forsaken Africa? – 2008 (52 min)
Available at: http://topdocumentaryfilms.com/has-god-forsaken-
africa/
Summary: The story of this documentary unfolds in a working-
class
neighborhood in Dakar, Senegal. The director, Musa Dieng
Kala, returns
there to see what happened in a district he grew up in. Twenty
years
have passed since he and his friends dreamt of rebuilding their
land.
Today the young people there dream of a sole opportunity to
leave and
go far away, elsewhere. Deserting Africa is like claiming that
nothing can be accomplished,
established nor enjoyed there. They leave behind an African
youth feeling lost, frustrated and in
despair, yearning to go to the West to escape a seemingly
pointless future. The land, see and
sky become their refuge. Leaving Africa thus becomes a life-
long task - to live elsewhere,
13. anywhere, but not there.
9.
10.
11.
12.
https://www.youtube.com/watch?v=GRIdMpCXCEw
http://topdocumentaryfilms.com/human-family-tree/
http://topdocumentaryfilms.com/has-god-forsaken-africa/
http://topdocumentaryfilms.com/soccers-lost-boys/
http://topdocumentaryfilms.com/soccers-lost-boys/
6
Journey of Man: A Genetic Odyssey – 2003 (120 min)
On-line: http://www.youtube.com/watch?v=-dDXIX-y6aY
Summary: A fantastic documentary tracing the earliest human
migration
on this planet, as shown by our genetic roots. The best parts are
when
the researcher returns with DNA results and we see the diverse
ways in
which people and tribes react to the news of what science says
about
14. their arrival and relations.
Tropic of Capricorn – 2008 (180 min)
Available at: http://topdocumentaryfilms.com/tropic-of-
capricorn/
Summary: Simon Reeve presents a travel documentary as he
embarks
on a journey along the Tropic of Capricorn, the line of latitude
which
cuts through Southern Africa, Australia and South America.
The journey
took him to stunning areas of the world, but he also discovers
the
changing global environment, poverty, globalization, AIDS, the
rise of
the Chinese economy and the suffering of Africa.
Africa… States of Independence by Al-Jazeera English– 2010 (1
film of 45 min + 6 of 25 min each)
All episodes available on Bd (“Films for Video Streaming”)
Summary: Seventeen African nations gained their independence
in 1960 but the dreams of the independence era were short-
lived. Africa ... States of Independence tells the story of five of
these countries: stories of mass exploitation, of the ecstasy of
independence, and of how - with liberation - a new, covert
scramble for resources was born.
Africa, I’m Going to Fleece You (Afrique, je te plumerai) –
1992 (88 min)
Available at Madden Music & Media Library
Available on Bd (“Films for Video Streaming”)
15. Summary: This documentary examines how Cameroon's French
colonizers have been replaced by a dictatorial indigenous
regime which
still plunders the land and silences the authentic expression of
its people.
A case study of the devastation of traditional African societies
by imposed
colonial cultures. In French with English subtitles.
And So Angels Die (Ainsi meurent les anges) – 2001 (58 min)
Available on Bd (“Films for Video Streaming”)
Summary: A drama that examines the conflict that often
develops
between personal needs and those of family and culture. Mory
is a
poet from the African nation of Senegal, who lives in France
with his
French wife and their three children. He is contacted by his
step-father
back in Senegal: the old man demands that he take a second
wife, as is
consistent with the polygamist traditions of their culture. In
French with English subtitles.
13.
14.
15.
16. 16.
17.
http://www.youtube.com/watch?v=-dDXIX-y6aY
http://topdocumentaryfilms.com/tropic-of-capricorn/
7
Women With Open Eyes (Femmes aux yeux ouvertes) – 1994
(52 min)
Available on Bd (“Films for Video Streaming”)
Summary: A Togolese documentary film directed by Anne-
Laure Folly
that covers the lives of contemporary African women in Burkina
Faso,
Mali, Senegal and Benin. The film director simply want to
show African
women's ability to enter the twenty-first century positively, that
is, by
articulating a set of problems, questions, and answers that
contribute
to world development even though some still live in very
traditional societies.
Finally:
1. Be sure to read the instructions as to how to write you film
17. report before starting the assignment.
2. Consult your instructor if you have additional questions.
3. Let your instructor know if one of the links featured in this
document is not working anymore!
4. Your instructor welcomes your suggestions for films to be
added to this list!
18.
http://en.wikipedia.org/wiki/Anne-Laure_Folly