Concert ReportYour NameDateConcert and Location.docx

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Concert Report Your Name: Date: Concert and Location: Type of Concert (Symphony, Chamber Music, Solo recital): Concert Summary : [ For each work on the program, note the title and composer and describe the piece. To describe the piece you might consider the tempo (whether it was slow, medium, or fast—each movement of a single piece might be different), the character of the music (was it happy, sad, mysterious, etc.) and when there were contrasting sections. Try to use language we learned in the Elements unit .] Personal Reflection : [ First, describe your overall response to the concert and explain why (if you were bored, why were you bored? If you were thrilled, why were you thrilled? Second, Choose your favorite piece and explain what you liked about the piece and why. Third, would you want to attend another concert of this type (orchestral, chamber music, solo recital) and why or why not? ] .

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Writing A Concert Report  Instructors in introductory music courses often require students to write one or more concert reports during a semester. Here are some guidelines for the preparation of such an assignment: first, a few suggestions on working with your own notes; second, points to consider for the content of your report; third, some information about usages or conventions in writing about music; and finally, an example of a concert report. Transforming Your Notes into a Report You should plan to expand your notes into a complete report very soon after the concert--the same evening or during the next day or so. It is often helpful to begin with an outline and then to write a rough draft. (If your instructor hands out a printed form for concert reports, that will serve as the outline.) Next, polish and edit your draft to produce the final version. Remember to check your grammar and the spellings of names (especially foreign names) and musical terms. Below are recommendations for the actual content of your report--what to write. Following that, there is a section on vocabulary and usages, or conventions, involved in referring to musical works--that is, how to write about music. What to Write: The Content of a Report The Concert as a Whole You should begin your report with a brief description of the concert attended, including the name and type of the performing group or soloists, the place, the date and time, and the music you heard. You will also want to note whether the performers were attempting a historically "authentic" program. For example, in music by Johann Sebastian Bach, was a harpsichord (rather than a piano) used? For a symphony by Haydn or Mozart, was the size of the orchestra reduced? Did the performers use old instruments, or reconstructions of old instruments? Then, you may want to describe your general reaction to the concert. Did you enjoy it? Did this event make you feel like going to other concerts in the near future? Following this introduction, the paper might focus on the pieces you enjoyed most and your reaction to the performances. Individual Compositions In discussing individual compositions, you will probably want to cover some of the following points: · Musical styles. How did the composition correspond to what you have learned about the stylistic period in which it was composed--baroque, classical, etc.? Your appreciation of a work is often enhanced when you recognize its musical style. · Musical genres and forms. What was the genre of the piece--symphony, concerto, tone poem, string quartet, étude, etc.? What musical forms were employed--theme and variations, sonata form, ABA, etc.? If you are reporting on an opera, you might note arias, recitatives, ensembles, choruses, etc. · Program music. Was the composition program music--that is, was it inspired by a text, story, or place? If so, how did the music reflect the program? · Emotions, images, and ideas. Did the composition evoke in you speci.

Writing A Concert Report Instructors in introductory music cours.docx

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CONCERT CRITIQUE GUIDELINES Questions for a Concert What kinds of musical concerts are NOT acceptable for this paper? High school or other children's performances/recitals, outdoor festival performances, any type of pop, rock, rap, Latin, country, or reggae, for example, are not appropriate for this paper. If you're not sure about your choice, ask me. Print out and take with you so you can be thinking of the questions as you watch the show. 1. Program Notes - most performances have a printed program with printed notes. Read this before the performance begins and save it for reference when you write your paper. 2. Head your paper with your first and last name, the name of the show and where and when you saw it. 3. List the performers and/or the name of the group and the instruments included in the concert. List all the pieces that were played (see program notes for the concert), the name of the person who composed and/or arranged each piece, and the date each work was completed (if possible). Example: The Turtle Island String Quartet includes Joe Bloe, first violin; Sarah Marah, second violin; Topsy Turvy, viola; S. Popping, cello. Their program: Still so Cheerful by Sarah Marah, composed in 2001 Getting up Late by S. Popping, composed in 1998 Saturday Night by Berry Berry, composed in 2004 What to Write About: 1. Below are some things you can write about, but the most important is the MUSIC. You don't have to write about every piece on the program. Do write about how the sounds affected you, which voices, selections, or instruments touched you most, what you learned of interest about the composer(s), the performing group, and the compositions. 2. Ambience - Every gathering of people has a feeling tone, a mood: This is the ambience. Notice the people as they come in, find their seats, see what kinds of clothes they are wearing. Look around the theatre; notice the lighting in the room, the stage area. If you have some particular feeling about how you fit in, how you feel being a part of it you might make a comment in your paper. 3. You will understand and appreciate a concert more, and write about it best if you do a little research. It's easy to research on the Internet. Type in the name of the group and a list of web sites will pop up. The same is true for many composers. If the pieces were written in another century find out what you can about the type of composition, something about the composer. 4. Music is the most illusive art form. Like the dance, music happens in real-time: It's gone as soon as you hear it, and impressions are difficult to recall. Program notes give you information that is helpful when you think back on a performance. Program notes give you information about the composers, the music, and in voice concerts you may have translations into English of the words in a song. 5. Each composer had a concept, an idea, and chose specific instruments or ...

CONCERT CRITIQUE GUIDELINES Questi.docx

ShiraPrater50

Acceptable concerts include professional orchestras, soloists, jazz, Broadway musicals and instrumental or vocal ensembles, and comparable college or community groups performing music relevant to the content of this class. (Optionally, either your concert report or your concert review - but not both unless advance permission is given - may be based on a concert of non-western music selected from events on the concert list.) Acceptable concerts include the following: • Symphony orchestras • Concert bands and wind ensembles • Chamber Music (string quartets, brass and woodwind quintets, etc.) • Solo recitals (piano, voice, etc.) • Choral concerts • Early music concerts • Non-western music • Some jazz concerts • Opera• Broadway Musicals• Flamenco• Ballet• Tango Assignment Format The following are required on the concert review assignment and, thus, may affect your grade. • Must be typed• Must be double-spaced• Must be between 2 and 4 pages in length not including the cover sheet .• Must use conventional size and formatting of text - e.g. 10-12 point serif or sans serif fonts with normal margins. • Must include the printed program from the concert and/or your ticket stubs. Photocopies are unacceptable. (Contact me at least 24 hours before due date if any materials are unavailable.)• All materials (text, program, ticket stub) must be stapled together securely. Folded corners, paper clips, etc. instead of staples will not be accepted.• Careful editing, proofreading, and spelling are expected, although minor errors will not affect your grade. Papers that do not follow these format guidelines may be returned for resubmission, and late penalties will apply. Concert Review Assignment Content I. Cover Sheet: Include the following on a cover sheet attached to the front of your review: • Title or other description of the event/performers you heard, along with the date and location of the performance. For example: New World Symphony Orchestra 1258 Lincoln Road Saturday, June 5, 2013 Lincoln Road Theater, Miami Beach • Your name, assignment submission date, course. For example: Pat Romero October 31, 2013 Humanities 1020 MWF 8:05 a.m. II. Descriptions The main body of the concert review should include brief discussions of three of the pieces in the concert you attend. In most cases, a single paragraph for each piece should be sufficient, although you may wish to break descriptions of longer pieces into separate short paragraphs, one per movement. Your description of each piece (song) should include: • The title of the piece and the composer's name if possible, as listed in the concert program.• A brief description of your reaction to the piece. For example: When the piece started I thought it was going to be slow and boring, but the faster section in the first movement made it more exciting. A really great flute solo full of fast and high notes in the third movement caught my attention. I'm not sure, but I thought that som.

Acceptable concerts include professional orchestras, soloists, jazz,.docx

makdul

A. Performance setting: Give the date, place, and name(s) of groups performing. Briefly describe the performance setting-for example, you might include your observations on the ambiance of the performance space, performers’ attire dress, audience’s attire, etc.and how it affected your concert-going experience. B. Type(s) of music: Which types/genres of music were performed (Just DO the Orchestra Concert). Which historical eras were represented on the program? What were the performing forces needed to perform the works? Were concert programs with notes provided? Did you read or research about the works before or after the performance? If so, in which source(s)? C. Choose two movements or short pieces from the program and contrast/comparethese works with references to specific musical elements. You must choose two separate movements or pieces. Your essay may include, but is not limited to, a discussion of the melody, key and scale mode, rhythm, form, harmony, texture, text, etc. I want you to use your ears and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the music in this section. D. Evaluate your concert-going experience.What did you enjoy about the music, what would have improved your experience, how did the performance fit or foil your expectations?Were there any aspects of the performance that were unfamiliar surprising to you? If so, what? For Concert Report #1-tell me what type of concert you might consider for your second concert report. ...

A. Performance setting Give the date, place, and name(s) of groups

latashiadegale

-- ***I need writing concert report as an example below.-***----------------------------------------------------------------------------------------------*** * I have attend to the concert and all the information you need it for the concert. This is the web site. @Here where you can fine the composers and what music they are sing And the location, composer, all the information you need it. https://cso.org/ticketsandevents/production-details-2016-17/cso-specials/cso-at-wheaton---dohnanyi/?perfNo=8040 **And this the information about concert program. https://cso.org/globalassets/pdfsshared/program-notes/2016-17/programnotes_wheaton_beethoven_pastoral.pdf There is a rubric as the professor will grade it base on the rubric It is in the last paper you must follow the rubric Please write on your on “world” No plagiarism .No subject does not content to the concert.!!!! Thanks ------------------------------------------------------------------------------ WRITING A CONCERT REPORT Instructors in introductory music courses often require students to write one or more concert reports during a semester. Here are some guidelines for the preparation of such an assignment: first, a few suggestions on working with your own notes; second, points to consider for the content of your report; third, some information about usages or conventions in writing about music; and finally, an example of a concert report. TRANSFORMING YOUR NOTES INTO A REPORT You should plan to expand your notes into a complete report very soon after the concert—the same evening or during the next day or so. It is often helpful to begin with an outline and then to write a rough draft. (If your instructor hands out a printed form for concert reports, that will serve as the outline.) Next, polish and edit your draft to produce the final version. Remember to check your grammar and the spellings of names (especially foreign names) and musical terms. Below are recommendations for the actual content of your report—what to write. Following that, there is a section on vocabulary and usages, or conventions, involved in referring to musical works—that is, how to write about music. WHAT TO WRITE: THE CONTENT OF A REPORT The Concert as a Whole You should begin your report with a brief description of the concert attended, including the name and type of the performing group or soloists, the place, the date and time, and the music you heard. You will also want to note whether the performers were attempting a historically "authentic" program. For example, in music by Johann Sebastian Bach, was a harpsichord (rather than a piano) used? For a symphony by Haydn or Mozart, was the size of the orchestra reduced? Did the performers use old instruments, or reconstructions of old instruments? Then, you may want to describe your general reaction to the concert. Did you enjoy it? Did this event make you feel like going to other concerts in the near future? Following this introduction, the paper might focus on t ...

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

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

COMS 101Persuasive Speech InstructionsThis course requires you.docx

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

COMS 040 AssignmentStudent Congress Bill Choose an argument a.docx

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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