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ENGR 232 Winter 2016 Week 1.2 Appendix.pdf ENGR 232 Dynamic Engineering Systems Lecture 1.2 - Appendix Introduction to Numerical Solution s with Differential Equations Dr. Michael Ryan Runge-Kutta Methods • Euler uses information from the current pair (tn, yn) to determine value at the next pair (tn+1, yn+1) • Runge-Kutta (2nd and 4th order methods) use a look ahead to get the slopes at strategically chosen nearby points which are weighted to maximize the accuracy of the approximation. ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 201/06/2016 Second-order Runge-Kutta (aka midpoint method) • Use slope at (tn, yn) to look a half-step ahead to the point • Compute slope at this midpoint and use this slope to move from (tn, yn) to (tn+1, yn+1) • The algorithm follows ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 3 𝒕𝒏 + 𝒉 𝟐 , 𝒚𝒏+ 𝒉 𝟐 𝒇(𝒕𝒏, 𝒚𝒏) 01/06/2016 Second-order Runge-Kutta (aka midpoint method) Given the IVP 𝑦′ = 𝑓 𝑡, 𝑦 𝑦 𝑡0 = 𝑦0 And a step size of h To go from 𝑡𝑛,𝑦𝑛 𝑡𝑜 𝑡𝑛+1, 𝑦𝑛+1 𝑢𝑠𝑒: where ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 4 𝒌𝒏𝟐 = 𝒇 𝒕𝒏 + 𝒉 𝟐 , 𝒚𝒏 + 𝒉 𝟐 𝒌𝒏𝟏 𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏 𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉 𝒚𝒏+𝟏 = 𝒚𝒏 + 𝒉𝒌𝒏𝟐 01/06/2016 Numerical Example Consider Euler h = 0.5 step from t = 0.0 to 0.5 ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 5 t y Euler dydt y analytic error 0 1 -1 1.000 0.000 0.5 0.5 0 0.713 0.213 𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏 = 𝐟 𝟎, 𝟏 = (𝐭 − 𝐲) = −𝟏 𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉 = 𝟎. 𝟓 𝒚𝒏+𝟏 = 𝒚𝒏 + 𝒉𝒌𝒏𝟐 = 𝟏 − 𝟎. 𝟐𝟓 = 𝟎. 𝟕𝟓 𝒌𝒏𝟐 = 𝒇 𝒕𝒏 + 𝒉 𝟐 , 𝒚𝒏 + 𝒉 𝟐 𝒌𝒏𝟏 = 𝒇 𝟎. 𝟐𝟓,𝟎. 𝟕𝟓 = −𝟎.𝟓 Using Runge-Kutta at t = 0.5, y = 0.75 Compare to Euler; RK error is -0.037 01/06/2016 Forth-order Runge-Kutta Given the IVP 𝑦′ = 𝑓 𝑡, 𝑦 𝑦 𝑡0 = 𝑦0 And a step size of h; to go from 𝑡𝑛, 𝑦𝑛 𝑡𝑜 𝑡𝑛+1, 𝑦𝑛+1 : First computing ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 6 𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏 𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉 𝒚𝒏+𝟏 = 𝒚𝒏 + 𝒉 𝟔 𝒌𝒏𝟏 + 𝟐𝒌𝒏𝟐 + 𝟐𝒌𝒏𝟑 + 𝒌𝒏𝟒 𝒌𝒏𝟐 = 𝒇 𝒕𝒏 + 𝒉 𝟐 , 𝒚𝒏 + 𝒉 𝟐 𝒌𝒏𝟏 𝒌𝒏𝟑 = 𝒇 𝒕𝒏 + 𝒉 𝟐 , 𝒚𝒏 + 𝒉 𝟐 𝒌𝒏𝟐 𝒌𝒏𝟒 = 𝒇 𝒕𝒏 + 𝒉 𝟐 , 𝒚𝒏 + 𝒉𝒌𝒏𝟑 01/06/2016 Error Comparison Method One step result Actual Error Exact y(1) = 0.1487… Euler y(1) = 0 0.1487… 2nd Runge-Kutta y(1) = 0.125 0.0237… 4th Runge-Kutta y(1) = 0.15 0.0013… ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 7 ...
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ENGR 232Dynamic Engineering SystemsLecture 1.2 - App.docx
ENGR 232
Dynamic Engineering
Systems
Lecture 1.2 - Appendix
Introduction to Numerical
Solution
s
with Differential Equations
Dr. Michael Ryan
Runge-Kutta Methods
• Euler uses information from the current pair (tn, yn) to determine value at the next
pair (tn+1, yn+1)
• Runge-Kutta (2nd and 4th order methods) use a look ahead to get the slopes at
strategically chosen nearby points which are weighted to maximize the accuracy of
the approximation.
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 201/06/2016
Second-order Runge-Kutta
(aka midpoint method)
• Use slope at (tn, yn) to look a half-step ahead to the point
• Compute slope at this midpoint and use this slope to move from (tn, yn)
to (tn+1, yn+1)
• The algorithm follows
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 3
𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏+
𝒉
𝟐
𝒇(𝒕𝒏, 𝒚𝒏)
01/06/2016
Second-order Runge-Kutta
(aka midpoint method)
Given the IVP 𝑦′ = 𝑓 𝑡, 𝑦 𝑦 𝑡0 = 𝑦0
And a step size of h
To go from 𝑡𝑛,𝑦𝑛 𝑡𝑜 𝑡𝑛+1, 𝑦𝑛+1 𝑢𝑠𝑒:
where
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 4
𝒌𝒏𝟐 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 +
𝒉
𝟐
𝒌𝒏𝟏
𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏
𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉
𝒚𝒏+𝟏 = 𝒚𝒏 + 𝒉𝒌𝒏𝟐
01/06/2016
Numerical Example
Consider Euler h = 0.5 step from t = 0.0 to 0.5
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 5
t y Euler dydt y analytic error
0 1 -1 1.000 0.000
0.5 0.5 0 0.713 0.213
𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏 = 𝐟 𝟎, 𝟏 = (𝐭 − 𝐲) = −𝟏
𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉 = 𝟎. 𝟓
𝒚𝒏+𝟏 = 𝒚𝒏 + 𝒉𝒌𝒏𝟐 = 𝟏 − 𝟎. 𝟐𝟓 = 𝟎. 𝟕𝟓
𝒌𝒏𝟐 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 +
𝒉
𝟐
𝒌𝒏𝟏 = 𝒇 𝟎. 𝟐𝟓,𝟎. 𝟕𝟓 = −𝟎.𝟓
Using Runge-Kutta
at t = 0.5, y = 0.75
Compare to Euler;
RK error is -0.037
01/06/2016
Forth-order Runge-Kutta
Given the IVP 𝑦′ = 𝑓 𝑡, 𝑦 𝑦 𝑡0 = 𝑦0
And a step size of h; to go from 𝑡𝑛, 𝑦𝑛 𝑡𝑜 𝑡𝑛+1, 𝑦𝑛+1 :
First computing
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 6
𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏
𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉
𝒚𝒏+𝟏 = 𝒚𝒏 +
𝒉
𝟔
𝒌𝒏𝟏 + 𝟐𝒌𝒏𝟐 + 𝟐𝒌𝒏𝟑 + 𝒌𝒏𝟒
𝒌𝒏𝟐 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 +
𝒉
𝟐
𝒌𝒏𝟏
𝒌𝒏𝟑 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 +
𝒉
𝟐
𝒌𝒏𝟐 𝒌𝒏𝟒 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 + 𝒉𝒌𝒏𝟑
01/06/2016
Error Comparison
Method One step result Actual Error
Exact y(1) = 0.1487…
Euler y(1) = 0 0.1487…
2nd
Runge-Kutta
y(1) = 0.125 0.0237…
4th
Runge-Kutta
y(1) = 0.15 0.0013…
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 7
...
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The document describes three numerical methods problems solved using MATLAB. The first compares solutions to a differential equation using Euler, Runge-Kutta, and Adams-Bashforth methods. The second solves a second order differential equation using Euler and Runge-Kutta order 4. The third uses MATLAB's ode45 function to solve initial value problems modeling a pendulum, Duffing oscillator, and RLC circuit.
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The document discusses several numerical methods for solving initial value problems for ordinary differential equations (ODEs), including:
- Euler's method, which approximates the solution by dividing the interval into small steps based on a Taylor series expansion.
- The fourth-order Runge-Kutta method, which iteratively computes intermediate values to approximate the solution at discrete points.
- The Runge-Kutta-Fehlberg method, which is an adaptive method that allows for error control by adjusting the step size based on error estimates.
- The Adams Fourth-Order Predictor-Corrector method, which combines Adams-Bashforth and Adams-Moulton methods for higher accuracy and stability.
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3) The solutions obtained for both examples using only a few terms of the decomposition series are shown to match the exact solutions, demonstrating the effectiveness of the Adomian method.
Recommended
ENGR 232Dynamic Engineering SystemsLecture 1.2 - App.docx
ENGR 232
Dynamic Engineering
Systems
Lecture 1.2 - Appendix
Introduction to Numerical
Solution
s
with Differential Equations
Dr. Michael Ryan
Runge-Kutta Methods
• Euler uses information from the current pair (tn, yn) to determine value at the next
pair (tn+1, yn+1)
• Runge-Kutta (2nd and 4th order methods) use a look ahead to get the slopes at
strategically chosen nearby points which are weighted to maximize the accuracy of
the approximation.
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 201/06/2016
Second-order Runge-Kutta
(aka midpoint method)
• Use slope at (tn, yn) to look a half-step ahead to the point
• Compute slope at this midpoint and use this slope to move from (tn, yn)
to (tn+1, yn+1)
• The algorithm follows
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 3
𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏+
𝒉
𝟐
𝒇(𝒕𝒏, 𝒚𝒏)
01/06/2016
Second-order Runge-Kutta
(aka midpoint method)
Given the IVP 𝑦′ = 𝑓 𝑡, 𝑦 𝑦 𝑡0 = 𝑦0
And a step size of h
To go from 𝑡𝑛,𝑦𝑛 𝑡𝑜 𝑡𝑛+1, 𝑦𝑛+1 𝑢𝑠𝑒:
where
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 4
𝒌𝒏𝟐 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 +
𝒉
𝟐
𝒌𝒏𝟏
𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏
𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉
𝒚𝒏+𝟏 = 𝒚𝒏 + 𝒉𝒌𝒏𝟐
01/06/2016
Numerical Example
Consider Euler h = 0.5 step from t = 0.0 to 0.5
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 5
t y Euler dydt y analytic error
0 1 -1 1.000 0.000
0.5 0.5 0 0.713 0.213
𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏 = 𝐟 𝟎, 𝟏 = (𝐭 − 𝐲) = −𝟏
𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉 = 𝟎. 𝟓
𝒚𝒏+𝟏 = 𝒚𝒏 + 𝒉𝒌𝒏𝟐 = 𝟏 − 𝟎. 𝟐𝟓 = 𝟎. 𝟕𝟓
𝒌𝒏𝟐 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 +
𝒉
𝟐
𝒌𝒏𝟏 = 𝒇 𝟎. 𝟐𝟓,𝟎. 𝟕𝟓 = −𝟎.𝟓
Using Runge-Kutta
at t = 0.5, y = 0.75
Compare to Euler;
RK error is -0.037
01/06/2016
Forth-order Runge-Kutta
Given the IVP 𝑦′ = 𝑓 𝑡, 𝑦 𝑦 𝑡0 = 𝑦0
And a step size of h; to go from 𝑡𝑛, 𝑦𝑛 𝑡𝑜 𝑡𝑛+1, 𝑦𝑛+1 :
First computing
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 6
𝒌𝒏𝟏 = 𝒇 𝒕𝒏, 𝒚𝒏
𝒕𝒏+𝟏 = 𝒕𝒏 + 𝒉
𝒚𝒏+𝟏 = 𝒚𝒏 +
𝒉
𝟔
𝒌𝒏𝟏 + 𝟐𝒌𝒏𝟐 + 𝟐𝒌𝒏𝟑 + 𝒌𝒏𝟒
𝒌𝒏𝟐 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 +
𝒉
𝟐
𝒌𝒏𝟏
𝒌𝒏𝟑 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 +
𝒉
𝟐
𝒌𝒏𝟐 𝒌𝒏𝟒 = 𝒇 𝒕𝒏 +
𝒉
𝟐
, 𝒚𝒏 + 𝒉𝒌𝒏𝟑
01/06/2016
Error Comparison
Method One step result Actual Error
Exact y(1) = 0.1487…
Euler y(1) = 0 0.1487…
2nd
Runge-Kutta
y(1) = 0.125 0.0237…
4th
Runge-Kutta
y(1) = 0.15 0.0013…
ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 7
...
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numericalmethods.pdf
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- Euler's method, which approximates the solution by dividing the interval into small steps based on a Taylor series expansion.
- The fourth-order Runge-Kutta method, which iteratively computes intermediate values to approximate the solution at discrete points.
- The Runge-Kutta-Fehlberg method, which is an adaptive method that allows for error control by adjusting the step size based on error estimates.
- The Adams Fourth-Order Predictor-Corrector method, which combines Adams-Bashforth and Adams-Moulton methods for higher accuracy and stability.
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Now a days Surface fitting is applied all engineering and medical fields. Kamron Saniee ,2007 find a simple expression for multivariate LaGrange’s Interpolation. We derive a least square plane and least square quadric surface Approximation from a given N+1 tabular points when the function is unique. We used least square method technique. We can apply this method in surface fitting also.
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Finite element method analytical understanding was implemen ted to simulate the 1-dimensional break up model fot a jet spray . Programming was done in MATLAB
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This document discusses time response specifications for second order systems, including delay time, rise time, peak time, and peak overshoot. It provides equations to calculate each specification based on the natural frequency (ωn) and damping ratio (δ) of the system. Rise time is defined as the time to rise from 10-90% of the final value and is calculated as (π - cos^-1δ)/ωn√(1-δ^2). Peak time is the time to reach the first peak and is calculated as π/ωn√(1-δ^2). Peak overshoot is calculated as 100e^(-δπ)/√(1-δ^2)
parallel
This document presents an implementation and analysis of parallelizing the training of a multilayer perceptron neural network. It describes distributing the calculations across processor nodes by assigning each processor responsibility for a fraction of nodes in each layer. Theoretical speedups of 1-16x are estimated and experimental speedups of 2-10x are observed for networks with over 60,000 nodes trained on up to 16 processors. Node parallelization provides near linear speedup for training multilayer perceptrons.
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This presentation contains information about Mann Whitney U test, what is it, when to use it and how to use it. I have also put an example so that it may help you to easily understand it.
THE RESEARCH OF QUANTUM PHASE ESTIMATION ALGORITHM
This document discusses phase estimation in quantum computing. It begins by introducing quantum Fourier transforms and how they are important for algorithms like Shor's algorithm. It then describes the phase estimation algorithm in detail, including how it uses two registers to estimate the phase of a quantum state and how the inverse quantum Fourier transform improves this estimate. Simulation results are presented that show the probability distribution of the estimated phase converging to the true value and how the probability of success increases with more qubits while computational costs rise polynomially. The paper concludes that the optimal number of qubits balances high success probability and low costs for phase estimation.
April 19, 2018 Course #Title MATU-203 – Introduction.docx
April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
DEVELOPING
EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
understanding of all
topics.
20-29
Three required elements
for Part 1 are missing,
incomplete or
underdeveloped. Some
questions are thoroughly
answered but some lack
detail, and answers
demonstrate good
understanding of most,
but not all, topics.
1-19
Four or more required elements
for Part 1 are missing,
incomplete or underdeveloped.
Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
Part 2 is missing,
incomplete or
underdeveloped. Most
data and statistics are
presented mostly
clearly and are mostly
correct. Most graphs
are presented correctly
and clearly with proper
labeling. Most
questions are
thoroughly answered
20-29
Three required elements
for Part 2 are missing,
incomplete or
underdeveloped. Some
data and statistics are
presented somewhat
clearly and are somewhat
correct. Some graphs are
presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
April 19, 2018
and answers
demonstrate good
understanding of all
topics.
demonstrate good
understanding of most,
but not al.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
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April 19, 2018
Course #/Title: MATU-203 – Introduction to Statistics
Assignment Title: Final Class Project
Week Assessment Occurs: Week 8
Total Points for Assignment: 200 points
Criteria
EXEMPLARY
PROFICIENT
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EMERGING
NOT COMPLETE
Part 1
Collection of Data
36-40
The paper fulfills all
instructions for Part 1. All
questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
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Part 1 is missing,
incomplete or
underdeveloped. Most
questions are
thoroughly answered
and answers
demonstrate good
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topics.
20-29
Three required elements
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incomplete or
underdeveloped. Some
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0
Part 1 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
confusing or incorrect
to the point of being
inadequate.
Part 2
Organization of
Data
36-40
The paper fulfills all
instructions for Part 2. All
data and statistics are
presented clearly and are
correct. All graphs are
presented correctly and
clearly with proper labeling.
All questions are thoroughly
answered and answers
demonstrate excellent
understanding of all topics.
30-35
One or two of the
required elements for
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incomplete or
underdeveloped. Most
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Three required elements
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presented correctly and
clearly with somewhat
proper labeling. Some
questions are thoroughly
answered but some lack
detail, and answers
1-19
Four or more required elements
for Part 2 are missing,
incomplete or underdeveloped.
Most data and statistics are not
presented clearly or are not
correct. Most graphs are not
presented correctly and/or
clearly and/or don’t have proper
labeling. Most questions are not
thoroughly answered and most
answers demonstrate poor
understanding of most topics.
0
Part 2 is missing from
submission, or its
contents are not a
response to the
assignment directions,
or the attempt is
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APUS Assignment Rubric Undergraduate Level
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LEVEL
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BEGINNING
LEVEL
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Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
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4
SUBJECT KNOWLEDGE
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Appropriate Topics:
The Research Report, select one of the following research areas:
i) 5G Networks
ii) Serverless Computing
iii) Blockchain
iv) 3D Printing
vii) Artificial Intelligence
viii) Internet of Things (IoT)
ix) Medical Technology
Introduction
Literature Review
Methodology Specifics (comparative analysis)
Findings and Results
Conclusion and Future Recommendations
References - APA
Appendices
Your
paper is to have a title page, introduction, well defined literature review(body), findings, conclusion, and reference pages. The paper must be at least 2,500 words.
Use
graphs, charts, tables or figures.
The research paper must be at least 2,500 words supported by evidence (citations from
peer-reviewed sources).
Note: the research should be thorough and exhaustive.
A minimum of five
(5) peer-reviewed journal citations
are required.
Formatting should be double-spaced, one-inch boarders, no extra space for headings, no
extra white space, no more than two levels of heading, page numbers, front and back
matter). Extra white space use to enhance page count will negatively affect student grade.
The research paper
must only
include materials derived solely from peer reviewed
journals or peer reviewed conference proceedings. Newspapers, websites (URLs),
magazines, technical journals, hearsay, personal opinions, and white papers
are NOT
acceptable citations.
All images, tables, figures are to be included in the appendices and
IS NOT
included in the 15-page requirement. This means appendices are not included in the 15 pages requirement.
A total of at least 15 full pages is required (no extra whitespace).
Formatting Details
Margins
The left-hand margin must be 1inches (4 cm.). Margins at the right, top, and bottom of the page
should be 1.0 inch. (See exception for chapter title pages below.) The Research Report text may
be left-aligned (leaving a ragged right edge) or may be both left- and right-aligned (justified).
Line Spacing
Double-spacing is required for most of the text in documents submitted during the Research
Report process.
Paragraph Spacing
The text of the document is double-spaced. There should be no extra spaces between paragraphs
in sections, however, indent the first line of each paragraphs five spaces.
Page Numbering
All pages should have page numbers in Arabic numerals in the upper right-hand corner.
Type Style
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be larger but should not exceed 14-point size. Text for the chapter title text should be 14-point
size. Be consistent in the use of typefaces throughout the document. Do not use a compressed
typeface or any settings on the word processor that would decrease the spacing between letters or
words. Sans serif typefaces such as Helvetica or Arial may be used for relatively short blocks of
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Approaches, Issues, Applications edited by Steffen.docx
Approaches,
Issues,
Applications
edited by Steffen P. Walz and Sebastian Deterding
© 2014 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (includ-
ing photocopying, recording, or information storage and retrieval) without permission in writing from the publisher.
MIT Press books may be purchased at special quantity discounts for business or sales promotional use. For information,
please email [email protected]
This book was set in Gentium Book Basic 10/14pt by Toppan Best-set Premedia Limited, Hong Kong. Printed and bound
in the United States of America.
Library of Congress Cataloging-in-Publication Data
The gameful world: approaches, issues, applications/ edited by Steffen P. Walz & Sebastian Deterding.
pages cm
Includes bibliographical references and index.
ISBN 978-0-262-02800-4 (hardcover: alk. paper) 1. Games-Social aspects. 2. Play- Social aspects. 3. Creative ability-
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2014013731
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POSITION STATEMENT
LOSING IS FUN
McKenzie Wark
If "Never work!" was the apex of critical strategy in
the twentieth century, perhaps "Never play!" could
be the same point of extreme negation for the twenty-
first. It is of course almost impossible to never work,
but it at least defines an ambition: to abolish wage
labor and the commodity form.
It was and remains a surprisingly popular ambi-
tion. The cycle of struggles in the overdeveloped
world in the late twentieth century took it as their
lodestar, whether unwittingly or not. The whole
counterstrategy of making work seem like some-
thing else, like play even, stems from the boredom
that both wage labor and the commodity form
generated.
This boredom is spreading even to what was once
called the underdeveloped world. By their tens of
millions, peasants left the land, in China and else-
where, and in some cases ended up in the factories
that make the world's commodities. But it's getting
harder to keep them there. The riots and suicides at
Foxconn are just the tip of the iceberg. Nobody much
likes to do this sort of work if there's any option.
In the overdeveloped world, work is only one of
the ways of creating a value chain and extracting a
profit. The more advanced form of spectacular
economy extracts value from play. This is why the
critical slogan of the times might need to be "Never
play!" Where play was some kind of alternative for
so many late-twentieth-century avant-gardes, from
the Situationists to the Fluxus movement to the New
Games movement, the overdeveloped world in the
twenty-first century is all about recuperating those
energies, those desires, those appetites, for the com-
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There are several versions of the recupe.
Archaic sapiens, Neandertals and the Last 10,000 YearsWhat.docx
Archaic sapiens, Neandertals and the Last 10,000 Years
What physical and cultural adaptations allowed the genus
Homo
to migrate throughout the world? Did these adaptations help or harm
Homo
?
Once
Homo
migrated, what happened to the different species within this genus? Why is there only one species that is in the
Homo
genus? What is the evidence to support your claim?
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Evidence-based practice guidelines should be applied when managing illnesses for patient populations that are at risk due to cultural, religious or ethnic differences. These population groups may exhibit different illness behaviors and beliefs. Guidelines should be applied across all ages to properly manage illnesses for at-risk patient populations with consideration for cultural factors that influence health behaviors.
Applying Learning Theory to LifePrior to beginning work on t.docx
Applying Learning Theory to Life
Prior to beginning work on this activity read all of the required reading, review the content from weeks one through three, visit the website
http://selfdeterminationtheory.org (Links to an external site.)
, and review the Instructor Guidance. This week you will be discussing the multiple perspectives about how we learn, based on your developing knowledge about learning theory, and how it affects your own ability to perform at desired levels.
Required elements:
Explain behaviorism, cognitivism, constructivism, and humanism as applied to learning.
Suggested template
.
Summarizes at least two sub-theories/ideologies within each framework.
Examples include:
From behaviorism
associative learning, classical conditioning, operant Conditioning, conditioning, extinction, and ratio/interval schedules
From cognitivism
schema theory, memory development, elaboration theory (i.e. Bloom’s taxonomy), cognitive load theory, and social learning/cognitive theory.
From constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of one’s experiences)
cognitive constructivism, dialectical (social) constructivism, zone of proximal development, and discovery learning
From humanism
motivational theories of learning (i.e. self-determination theory, Maslow’s hierarchy of needs), experiential learning, and Steiner pedagogy or Waldorf education.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help you to increase
your own
learning success.
List and briefly explain a minimum of two theoretically supported strategies, that we have learned about during the past weeks, that you think would most help someone in your personal or professional circle.
Apply basic methods of psychological research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend the strategies you have chosen.
The Applying Learning Theory to Life paper
Must be seven to eight double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a separate title page with the following:
Title of [paper, project, etc.]
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use headings and sub-headings.
See example. (Links to an external site.)
Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (
http://www.criticalthinking.org/ (Links to an external site.)
).to support the content inclusions.
Must begin with an introductory paragraph that introduces what you will be outlining in your paper.
Must end with a conclusion that reaffirms the learn.
Apply the Symbolic Interaction Perspective to ImmigrationD.docx
Apply the
Symbolic Interaction Perspective
to Immigration
Define the symbolic interaction perspective
How do symbols through words contribute to the perception of immigrants in a negative way?
What do
some
Americans fear when it comes to immigration or immigrants?
.
April is a fourth grader with a language impairment, but no physical.docx
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
Approximately 1000 words.Synthesizing the theories (you do not.docx
Approximately 1000 words.
Synthesizing the theories (you do not need to draw from ALL the theories/readings), use at least three readings to develop your own view that describes and understands the relationship between technology and society. In developing your view, take the most important and persuasive parts of the existing theories and explain them. In the end, be sure to clearly articulate and define the relationship between technology and society: which has more power or control? How do they relate to one another?
Journal of Communication ISSN 0021-9916
O R I G I N A L A R T I C L E
The Social Life of Wireless Urban Spaces:
Internet Use, Social Networks, and the Public
Realm
Keith N. Hampton, Oren Livio, & Lauren Sessions Goulet
Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA 19104, USA
This study explores the role of urban public spaces for democratic and social engagement.
It examines the impact of wireless Internet use on urban public spaces, Internet users, and
others who inhabit these spaces. Through observations of 7 parks, plazas, and markets in 4
North American cities, and surveys of wireless Internet users in those sites, we explore how
this new technology is related to processes of social interaction, privatism, and democratic
engagement. Findings reveal that Internet use within public spaces affords interactions with
existing acquaintances that are more diverse than those associated with mobile phone use.
However, the level of colocated social diversity to which Internet users are exposed is less
than that of most users of these spaces. Yet, online activities in public spaces do contribute
to broader participation in the public sphere. Internet connectivity within public spaces
may contribute to higher overall levels of democratic and social engagement than what is
afforded by exposure within similar spaces free of Internet connectivity.
doi:10.1111/j.1460-2466.2010.01510.x
Internet access in public parks, plazas, markets, and streets has been made possible
through the proliferation of broadband wireless Internet in the form of municipal
and community wi-fi (e.g., NYC Wireless) and advanced mobile phone networks
(e.g., 3G). The experience of wireless Internet use in the public realm contrasts with
traditional wired Internet use, which is confined primarily to the private realm of the
home and the parochial realm of the workplace. An extensive literature has addressed
the influence of Internet use on the composition of people’s social networks
(Hampton, Sessions, & Her, in press), their engagement in political, voluntary, and
other organizational activities (Boulianne, 2009), and their interactions within home
and workplaces (Bakardjieva, 2005; Quan-Haase & Wellman, 2006). But, Internet
use in the public realm has remained relatively unexplored. This type of use carries
with it significant implications for urban planning, the structure of community, and
the nature of democracy.
Inte.
Approaches to Forecasting Policy Outcomes Please respond to th.docx
"Approaches to Forecasting Policy Outcomes" Please respond to the following:
Provide a real or hypothetical public policy issue and select an appropriate criterion for policy prescription to use in deciding a policy's (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Provide at least two reasons why you selected the criterion.
.
Apply the course concepts of the dark side of self-esteem and .docx
Apply the course concepts of the
dark side of self-esteem
and
moral hypocrisy
to this type of behavior. What do you conclude about people who behave in such a way? Hint: Explicitly use each concept by name and also give a one sentence definition of it before explaining how the concepts apply to these people.
.
Apply information from the Aquifer Case Study to answer the foll.docx
Apply information from the Aquifer Case Study to answer the following discussion questions:
Discuss the Mrs. Gomez’s history that would be pertinent to her difficulty sleeping. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
Describe the physical exam and diagnostic tools to be used for Mrs. Gomez. Are there any additional you would have liked to be included that were not?
Please list 3 differential diagnoses for Mrs. Gomez and explain why you chose them. What was your final diagnosis and how did you make the determination?
What plan of care will Mrs. Gomez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?
THe example is uplaod
.
Apply appropriate elements of the U.S. legal system and the U.S. Con.docx
Apply appropriate elements of the U.S. legal system and the U.S. Constitution to business scenarios for impacting decisions in authentic situation
Apply concepts of ethics, morality, and civil and criminal law to business scenarios for informed corporate decision makingAnalyze the basic elements of a contract and a quasi-contract for their application to commercial and real estate scenarios
Differentiate between the various types of business organizations for informing rights and responsibilities
.
APA format Analysis of the Culture using a Culturally Competent.docx
APA format
"Analysis of the Culture using a Culturally Competent Model"
1. Use "giger and davidhizar transcultural assessment model" to evaluate the jewish population.
2. Explain the model.
3. Apply this model to the jewish cultural group.
4. Using this model, develop a plan of care at it relates to culturally diverse needs of this cultural group (jewish).
· Include 2-3 highest priority health care needs.
· Use an interdisciplinary approach including community resources, governmental organizations, non-for-profit organizations, outreach centers, religious organizations and hospital provided community activities and professional associations like nursing and health care associations.
Identify other Health Care Professionals that should be included in your plan (interdisciplinary)
NOTE: use the background information from the attachment below for the jewish population in nursing titled "assignment culture part 1"
.
APA less than 10 similarityWeek 7 Discussion Question Chapter.docx
APA less than 10 % similarity
Week 7 Discussion Question: Chapter 29, Mental Health Disorders
Part One
: Hypochondriasis can be a problem for older adults. What situations contribute to hypochondriasis and what interventions can nurses provide that will address this problem in older adults?
.
APPLE 13Business Analytics Plan for BIAM300Author Miguel .docx
APPLE 13
Business Analytics Plan for BIAM300
Author: Miguel Canales
Date: March 16, 2020
SECTION 1: Company Background and Strategy
Organization Name
Apple Inc.
1.2. LexisNexis Dossier
Strategic Positioning Diagram
Product Innovation
Explanation of Product Innovation Positioning
In Apple Company, the main aspect behind its growth is product innovation. The main two factors for the success of Apple Company is creating ideas as well as testing their products. Without the several innovations that the company implement the company will still grow since it has loyal customers that use their existing products. The organizations might not consist new clients, so that they can get new clients they need to develop new ideas. Development and research are the main key performance indicator that are advantage to the company. Carrying out research to find out what kind of products the clients need and providing the exact products that people need is what improve the organization strategic position. Researching on what type of products the market need will assist Apple Company to develop products needed by their customers. Assessing the company additional Key Performance Indicator under the current innovation is what offers advantages to the organization (Elmansy, 2016).
SMART Objective for Strategic Positioning
The most relevant section in product innovation is the testing of the products. Ensuring that products and that the products are operating properly is an important factor for the organization business to improve. The technology is the main strategy is the main performance indicator that assist to meet their objectives. Coming up with a state product art to maintain their clients happiness and ensure that they expect for the company to come up with new and well improved products. Through coming up with technology that is easy and dependable to utilize will be an advantage to the organization all the products need to be made with the inclusion of the client and what the client will require. Having the clients to test the company products is also an important thing that the company should practice (Elmansy, 2016).
Customer Intimacy
Explanation of Customer Intimacy Positioning
Another necessary section of Apple organization is the client intimacy. Customer intimacy is mostly concerned on the understanding of client problems. It is important that the Apple Company understand the client wants before the clients, either to be a new product or to be an improved product. Apple Company is organizing their products in the need of client’s need. Since Apple Company have more loyal clients, it is an evidence that the company offer relevant products to their clients. Tracking the client’s incidents as the key performance indicators that is utilize in this region. The Apple Company provides several way to offer assistances to the clients when there is an issue with some of their products.
SMART Objective for Customer Intimacy
What assist Apple organizat.
APAless than 10 similarityWeek 4 Discussion Question .docx
APA
less than 10 % similarity
Week 4 Discussion Question: Chapter 13, Comfort and Pain Management
With the realization that pain is highly prevalent among older adults, please answer the following questions:
Part Two
: What is the prevalence of pain in older adults? How will you, as a nurse, be more aware of
pain issues related to older adults and what will the nurse incorporate into practice to alleviate these
issues?
.
APA Style [Sources, included] single-spaced, one to two-page paper r.docx
APA Style [Sources, included] single-spaced, one to two-page paper responding to the prompt: What should be the primary roles of higher education institutions in our society?
Include:
Knowledge enterprise, research, continuing our democracy, and Source of expertise as primary roles.
.
Application Case Siemens Builds a Strategy-Oriented HR System.docx
Application Case Siemens Builds a Strategy-Oriented HR System
Siemens is a 150-year-old German company, but it’s not the company it was even a few years ago. Until recently, Siemens focused on producing electrical products. Today the firm has diversified into software, engineering, and services. It is also global, with more than 400,000 employees working in 190 countries. In other words, Siemens became a world leader by pursuing a corporate strategy that emphasized diversifying into high-tech products and services, and doing so on a global basis.
With a corporate strategy like that, human resource management plays a big role at Siemens. Sophisticated engineering and services require more focus on employee selection, training, and compensation than in the average firm, and globalization requires delivering these services globally. Siemens sums up the basic themes of its HR strategy in several points. These include:
A living company is a learning company.
The high-tech nature of Siemens’ business means that employees must be able to learn on a continuing basis. Siemens uses its system of combined classroom and hands-on apprenticeship training around the world to help facilitate this. It also offers employees extensive continuing education and management development.
Global teamwork is the key to developing and using all the potential of the firm’s human resources.
Because it is so important for employees throughout Siemens to feel free to work together and interact, employees have to understand the whole Siemens process not just bits and pieces. To support this, Siemens provides extensive training and development. It also ensures that all employees feel they’re part of a strong, unifying corporate identity. For example, HR uses cross-border, cross-cultural experiences as prerequisites for career advances.
A climate of mutual respect is the basis of all relationships—within the company and with society.
Siemens contends that the wealth of nationalities, cultures, languages, and outlooks represented by its employees is one of its most valuable assets. It therefore engages in numerous HR activities aimed at building openness, transparency, and fairness, and supporting diversity.
Assignment Content
Read
“Application Case: Siemens Builds a Strategy-Oriented HR System” in Ch. 3 of
Human Resource Management
.
Write
350- to 700-word response to the following after reading the case:
Identify examples of at least four strategically required organizational outcomes, and four required workforce competencies and behaviors for Siemens, based on the information in this case.
Identify at least four strategically relevant HR policies and activities that Siemens has instituted to help human resource management contribute to achieving Siemens’ strategic goals.
Discuss the following regarding Siemens' strategic goals:
What overall goals does Siemens want to achieve?
What must Siemens do operationally to achieve its goals?
What empl.
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- 1. ENGR 232 Winter 2016 Week 1.2 Appendix.pdf ENGR 232 Dynamic Engineering Systems Lecture 1.2 - Appendix Introduction to Numerical Solution s with Differential Equations Dr. Michael Ryan Runge-Kutta Methods • Euler uses information from the current pair (tn, yn) to determine value at the next pair (tn+1, yn+1)
- 2. • Runge-Kutta (2nd and 4th order methods) use a look ahead to get the slopes at strategically chosen nearby points which are weighted to maximize the accuracy of the approximation. ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 201/06/2016 Second-order Runge-Kutta (aka midpoint method) • Use slope at (tn, yn) to look a half-step ahead to the point • Compute slope at this midpoint and use this slope to move from (tn, yn) to (tn+1, yn+1) • The algorithm follows ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 3 �� +
- 3. � � , ��+ � � �(��, ��) 01/06/2016 Second-order Runge-Kutta (aka midpoint method) Given the IVP �′ = � �, � � �0 = �0 And a step size of h To go from ��,�� �� ��+1, ��+1 ���: where ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 4
- 4. ��� = � �� + � � , �� + � � ��� ��� = � ��, �� ��+� = �� + � ��+� = �� + ���� 01/06/2016 Numerical Example Consider Euler h = 0.5 step from t = 0.0 to 0.5
- 5. ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 5 t y Euler dydt y analytic error 0 1 -1 1.000 0.000 0.5 0.5 0 0.713 0.213 ��� = � ��, �� = � �, � = (� − �) = −� ��+� = �� + � = �. � ��+� = �� + ���� = � − �. �� = �. �� ��� = � �� + � � , �� + � � ��� = � �. ��,�. �� = −�.�
- 6. Using Runge-Kutta at t = 0.5, y = 0.75 Compare to Euler; RK error is -0.037 01/06/2016 Forth-order Runge-Kutta Given the IVP �′ = � �, � � �0 = �0 And a step size of h; to go from ��, �� �� ��+1, ��+1 : First computing ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 6 ��� = � ��, �� ��+� = �� + � ��+� = �� + �
- 7. � ��� + ���� + ���� + ��� ��� = � �� + � � , �� + � � ��� ��� = � �� + � � , �� + � � ��� ��� = � �� +
- 8. � � , �� + ���� 01/06/2016 Error Comparison Method One step result Actual Error Exact y(1) = 0.1487… Euler y(1) = 0 0.1487… 2nd Runge-Kutta y(1) = 0.125 0.0237… 4th
- 9. Runge-Kutta y(1) = 0.15 0.0013… ENGR 232 Winter 16 Lecture 1.2 – Dr. M. Ryan 7