In this assignment, you will create a presentation. Select a topic o.docx

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In this assignment, you will create a presentation. Select a topic of your choice from any subject we have covered in this course. TOPICS.. INTERNET COMPUTERS MOBILE AND GAME DEVICES DATA AND INFORMATION THE WEB DIGITAL SECURITY AND PRIVACY PROGRAMS AND APPS COMMUNICATION AND NETWORKS TECHNOLOGY USERS THE INTERNET GRAPHICS AND MEDIA APPLICATIONS FILE, DISK AND SYSTEM MANAGEMENT TOOLS PROCESSORS CLOUD COMPUTING ADAPTERS POWER SUPPLY AND BATTERIES WIRELESS SECURITY Explain why you select this topic. Explain why this topic is important. Discuss the advantages and disadvantages of your select topic. Include any other information you might thing is relative to your topic. Your presentation should be a minimum of 15-20 slides in length. Include the title, references, images, graphics, and diagrams. .

POWER SUPPLY AND BATTERIES
WIRELESS SECURITY
Explain why you select this topic.
Explain why this topic is important.
Discuss the advantages and disadvantages of your select topic.
Include any other information you might thing is relative to
your topic.
Your presentation should be a minimum of 15-20 slides in
length. Include the title, references, images, graphics, and
diagrams.

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From introducing new international standards to having an important role to play in several industries, computer science is one of the powerful subjects right now. You cannot guess a single area that does not need computer systems or efficient networking options. Because Technology and Computer Science go together for any field. Stating this, there are a few core subjects inside computer science that are unpredictable in its future use. One such case is with computing technologies. Visite : https://www.phdassistance.com/blog/ Contact Us: UK NO: +44-1143520021 India No: +91-8754446690 Email: info@phdassistance.com

The Smart Grid is being constructed of out systems old and new, from creaking mainframes, to shiny new ones that live in the clouds, and everything in between. Utilities professionals, and those who serve them, need to ensure that they are secure so that we can build out and operate the future grid with confidence. This short presentation, the 3rd in a 10 part series on Smart Grid security, offers an easy to digest, business-level introduction to the topic.

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1 IT 140 A Mini History of Text-Based Games Text-based games were the predecessor to the reality-based video games we play today. They were "interactive fiction" where words came to life as players read text and made decisions about what to do. These text-based games simulated environments where players used text commands to control their characters and influence the gaming environment. Imagine a current action-adventure video game where, instead of using a controller or touchscreen to give your character directions, you enter text on a command line. There are no graphics on the screen, forcing you to use your imagination. Commands you enter might be “open door”, “go west”, or “fight troll”. These commands change the way the story plays out. While it may be hard to imagine a video game without any videos, these text games were very popular in the 70s and 80s. Many programmers and computer technicians played role-playing board games, like Dungeons and Dragons, with their friends. A text-based game allowed them to take their adventures to the digital realm. They could play their games on the mainframes at work, submitting commands with a teleprinter and receiving the output on paper. T100S Teleprinter by Jens Ohlig under CC BY-SA 2.0 https://commons.wikimedia.org/wiki/File:T100S_teleprinter.jpg https://www.flickr.com/people/[email protected] https://creativecommons.org/licenses/by-sa/2.0/deed.en 2 Eventually, monochrome monitors allowed players to see their input and output in real time, right before their eyes. Players were able to enjoy playing Lunar Lander and Star Trek using displays like the following: GT40 Lunar Lander by Brouhaha under CC BY-SA 3.0 Star Trek Text Game by James Gibbon under CC BY-SA 3.0 You can still find playable versions of these games online, such as Lunar Lander, Star Trek, and Zork. They will help you see how far game development has come. (Note: Links may change over time. Search for the game name and “simulator”.) In this class, you will have the opportunity to create your own version of a text-based game. You will be able to see your code come to life as it becomes interactive. Through the use of conditionals and loops, you will be able to guide adventurers through your world in the same way these early text-based games did several decades ago. https://commons.wikimedia.org/wiki/File:GT40_Lunar_Lander.jpg https://en.wikipedia.org/wiki/User:Brouhaha https://creativecommons.org/licenses/by-sa/3.0/deed.en https://commons.wikimedia.org/wiki/File:Star_Trek_text_game.png https://en.wikipedia.org/wiki/User:Jamesgibbon https://creativecommons.org/licenses/by-sa/3.0/deed.en http://www.lunarmissionsimulator.com/ http://mtrek.com/play-now/ http://www.web-adventures.org/cgi-bin/webfrotz?s=ZorkDungeon 3 References McIntosh, J. (2018, July 20). A brief history of text-based games and open source. Opensource.com. https://opensource.com/article/18/ ...

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In this unit, you will experience the powerful impact communication and miscommunication can have on cultural diversity. Download the Communication: The Journey of Message Template Follow the template instructions Demonstrate your understanding of key concepts from the weekly content by including analysis of specific evidence in your responses within the template. Use in-text citations and APA formatting for all source material references in your template. Upload the completed template to this assessment. .

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In this task, you will write an analysis ( suggested length of 3–5 pages ) of one work of literature. Choose one work from the list below: Classical Period • Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry) • Aeschylus, “Song of the Furies” from The Eumenides , ca. 458 B.C.E. (poetry) • Sophocles, Antigone , ca. 442 B.C.E. (drama) • Aristotle, Book 1 from the Nichomachean Ethics , ca. 35 B.C.E. (philosophical text) • Augustus, The Deeds of the Divine Augustus , ca. 14 C.E. (funerary inscription) • Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of The Metamorphoses , ca. 2 C.E. (poetry) Renaissance • Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter) • Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt) • Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from The Notebooks ca. 1478-1518 (art text) • Edmund Spenser, Sonnet 30, “My Love is like to Ice” from Amoretti 1595 (poetry) • William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry) • Francis Bacon, “Of Studies” from The Essays or Counsels… 1625 (essay) • Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry) • Andrew Marvell, “To his Coy Mistress” 1681 (poetry) Enlightenment • René Descartes, Part 4 from Discourse on Method , 1637 (philosophical text) • William Congreve, The Way of the World , 1700 (drama-comedy) • Jonathan Swift, “A Modest Proposal” 1729 (satirical essay) • Voltaire, “Micromégas” 1752 (short story, science fiction) • Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry) • Thomas Paine, “Common Sense” 1776 (essay) • Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry) • Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay) Romanticism • Lord Byron, “She Walks in Beauty” 1813 (poetry) • Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry) • Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story) • Alexander Dumas, The Count of Monte Cristo , 1844 (novel) • Emily Brontë, Wuthering Heights , 1847 (novel) • Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story) • Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry) • Friedrich Nietzsche, Book 4 from The Joyful Wisdom , 1882 (philosophical text) Realism • Charles Dickens, A Christmas Carol , 1843 (novella) • Karl Marx and Friedrich Engles, The Communist Manifesto , 1848 (political pamphlet) • Christina Rossetti, “Goblin Market” 1862 (poetry) • Matthew Arnold, “Dover Beach” 1867 (poetry) • Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde , 1886 (novella) • Kate Chopin, “The Story of an Hour” 1894 (short story) • Mark Twain, “The.

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In the readings thus far, the text identified many early American interests in the Middle East from geopolitical to missionary. Using the text and your own research, compare these early interests with contemporary American interests in the Middle East. In particular, how has becoming 1) a global hegemon after WWII and 2) the concurrent process of ‘secularization’ transformed American foreign policy thought and behavior toward Israel and the Middle East region generally? What themes have remained constant and what appear new? Would you attribute changes more to America’s new geopolitical role after WWII, or to the increasing secularization of American society? Explain carefully. In 500 words .

In the Roman Colony, leaders, or members of the court, were to be.docx

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In the Roman Colony, leaders, or members of the court, were to be: •Local elites•Be freeborn•Between the ages of 22 – 55•Community resident•Moral integrity From the members, two were chosen as unpaid chief magistrates (Judges). They would have to “buy into” that position, but the recognition was worth the financial output. This week's discussion prompter is: Money alone influences others. Please analyze and critically discuss. In your response, remember that all this is about leadership, the context which is set in Rome. .

In the provided scenario there are a few different crimes being .docx

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In the provided scenario there are a few different crimes being committed and each could be argued multiple ways. Steve could be charged with attempted murder. He was stabbing Michelle in the chest repeatedly. Due to the details of the scenario his charge could only be attempted because Michelle got up from the attack and charged Stacy. If she later died from her injuries Steve would/could be charged with murder. Even though he was “visibly drunk” he still maintained the purposely, knowing, or reckless intent to cause harm. He was coherent enough to make statements to her about how much he loved her, but still showed an extreme indifference to life and intent cause serious bodily harm. The biggest obstacle to a murder charge for Steve is his death. He cannot be charged with anything if he cannot be alive to defend himself. This takes care of the Steve factor. Initially Stacy could be found guilty of murder. She knowingly and intentionally took the life of another (Steve). She also expresses an intent to kill when she stated, “I have had enough of you Steve”. From the scenario it is documented that she did not care for Steve and along with her statements, it can be shown that she was “just waiting for the opportunity” to kill Steve. In her favor is the fact that she attempted to stop Steve from harming another person. Her actions, while resulting in the death of another, were in the defense of a harmed person. She possibly saved the life of Michelle by using reasonable force to stop the stabbing. Michelle could be charged with attempted murder as well. She stabbed Stacey in the chest while screaming, “how dare you”. She intended to cause death or serious physical injury. Again, if Stacey died from the wounds suffered, Michelle could/would be charged with murder. It could also be argued that Michelle had no malice aforethought. She was being stabbed and may not have known her actions were wrong. Her extreme circumstance clouded her reasonable decision making and all she was aware of is that her boyfriend, whom she loved, was just killed. This is unlikely but still a small possibility. Without more facts from the scenario it is difficult to fully play out all possibilities. respond to this discussion question in 150 words no references please .

STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR ME.docx

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STOP THE MEETING MADNESS HOW TO FREE UP TIME FOR MEANINGFUL WORK BY LESLIE A. PERLOW, CONSTANCE NOONAN HADLEY, AND EUNICE EUN SHARE THIS ARTICLE. HBR LINK MAKES IT EASY. SEE PAGE 41 FOR INSTRUCTIONS. FEATURE STOP THE MEETING MADNESS 62 HARVARD BUSINESS REVIEW JULY–AUGUST 2017 EL EN A K U LI KO VA /G ET TY IM A G ES JULY–AUGUST 2017 HARVARD BUSINESS REVIEW 63 P Poking fun at meetings is the stuff of Dilbert car- toons—we can all joke about how soul-sucking and painful they are. But that pain has real consequences for teams and organizations. In our interviews with hundreds of executives, in fields ranging from high tech and retail to pharmaceuticals and consulting, many said they felt overwhelmed by their meetings— whether formal or informal, traditional or agile, face- to-face or electronically mediated. One said, “I cannot get my head above water to breathe during the week.” Another described stabbing her leg with a pencil to stop from screaming during a particularly torturous staff meeting. Such complaints are supported by research showing that meetings have increased in length and frequency over the past 50 years, to the point where executives spend an average of nearly 23 hours a week in them, up from less than 10 hours in the 1960s. And that doesn’t even include all the impromptu gatherings that don’t make it onto the schedule. Much has been written about this problem, but the solutions posed are usually discrete: Establish a clear agenda, hold your meeting standing up, delegate someone to attend in your place, and so on. We’ve observed in our research and consulting that real im- provement requires systemic change, because meetings affect how people collaborate and how they get their own work done. Yet change of such scope is rarely considered. When we probed into why people put up with the strain that meetings place on their time and sanity, we found something surprising: Those who resent and dread meetings the most also defend them as a “necessary evil”—sometimes with great passion. Consider this excerpt from the corporate blog of a senior executive in the pharmaceutical industry: I believe that our abundance of meetings at our company is the Cultural Tax we pay for the inclusive, learning environment that we want to foster… and I’m ok with that. If the alternative to more meetings is more autocratic decision-making, less input from all levels throughout the organization, and fewer opportunities to ensure alignment and communication by personal interaction, then give me more meetings any time! To be sure, meetings are essential for enabling col- laboration, creativity, and innovation. They often foster relationships and ensure proper information exchange. They provide real benefits. But why would anyone ar- gue in defense of excessive meetings, especially when no one likes them much? Because executives want to be good soldiers. When they sacrifice their own .

Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docx

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Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar Objectives: To visually observe what a limiting reactant is. To measure the change in mass during a chemical reaction due to loss of a gas. To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation. Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours. plastic beaker graduated cylinder electronic balance 2 eggs 1 plastic cup baking soda (5 g) dropper vinegar (500mL) 2 identical cups or glasses (at least 500 mL) Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes. Introduction: The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−): HA + B− --> A− + BH (eq #1) acid base The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below: HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2) The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1: HCl(aq) + OH- --> Cl- + H2O (l) (eq #3) Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−). NaHCO3 --> Na+ + HCO3− (eq #4) Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing. HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5) Bicarbonate acetic acid carbonic acid acetate ion The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide: H2CO3 --> H2O(l) + CO2(g) (eq#6) carbonic acid water carbon dioxide The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.

Stock-Trak Portfolio Report Write-Up GuidelinesYou may want to.docx

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Stock-Trak Portfolio Report Write-Up Guidelines You may want to follow the guidelines below for the final report of your Stock-Trak portfolio performance during the quarter. Your report is not expected to exceed four pages excluding any tables and appendices. 1. On the first page, replicate the investment policy statement (IPS) including your asset allocation that you submitted to the instructor. 2. Explain the funds allocation among different assets that you actually choose in your Stock-Trak portfolio. If your actual asset allocation is different from the allocation in your policy statement, explain the rationale for changing your asset allocations. Here you may think of strategic asset allocation and tactical asset allocation strategies that we discussed in chapter 16. 3. Provide your rationale for selecting the particular securities such as stock, mutual funds, ETFs, bonds, bond funds, real estate funds, etc. for your Stock-Trak portfolio. That is, explain why you considered these securities to be the most suitable in meeting your return-risk goals and asset allocations in the investment policy statement. You may use the portfolio investment philosophies and strategies from chapter 16 such as passive strategies, indexing, top-down approach, style-based strategies, asset attributes-based strategies, and technical analysis in your explanation (see chapter 16 and Exhibit 16.6). 4. Compare the performance of your portfolio relative to a relevant benchmark you stated in your policy statement. If you did not list a benchmark in your IPS, you may use a broader well-known benchmark such as S&P 500 or NADAQ composite, or create and use a hybrid benchmark of stock and bond markets (weighted average of the returns of a stock market index and bond market index). 5. Describe what worked and what did not work in your Stok-Trak portfolio? Explain what mistakes you made and what lessons did you learn from the Stock-Trak portfolio simulation? If you would have to redo this portfolio investment with your actual money or money from your investment clients, what you would do differently in managing such real money portfolios? © 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 16: Equity Portfolio Management Strategies 1 ‹#› Passive versus Active Management Total Portfolio Return The total actual return on any equity portfolio can be decomposed into: Expected return Alpha The Equation Total Actual Return =[Expected Return] + [“Alpha”] =[Risk-Free Rate + Risk Premium]+[“Alpha”] 16-2 © 2012 Cengage Learning. All Rights Reserved. May not scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Passive versus Active Management Passive equity portfolio management Long-term buy-and-hold strategy Usually tracks an index ove.

Stewart Guthrie, Faces in the Clouds Oxford UP, 1993.docx

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Stewart Guthrie, Faces in the Clouds Oxford UP, 1993 We constantly anthropomorphize This is probably a genetic inclination It is the source of religious belief in spirits, gods, God Stewart Guthrie, Faces in the Clouds Oxford UP, 1993 We constantly anthropomorphize This is probably a genetic inclination It is the source of religious belief in spirits, gods, God Sun god Germ “Animism”/ anthropomorphism. 4-6 children suspect computers are alive because of activity on the screen; 6-8 year olds base it on the fact that the computer responds actively; after age 9 some children begin to wonder whether computers have feelings. Sherry Turkle, The Second Self: Computers and the Human Spirit (NY: Simon and Schuster, 1984), 324-332 Stewart Guthrie, Faces in the Clouds Oxford UP, 1993 We constantly anthropomorphize This is probably a genetic inclination It is the source of religious belief in spirits, gods, God Stewart Guthrie, Faces in the Clouds Oxford UP, 1993 We constantly anthropomorphize This is probably a genetic inclination It is the source of religious belief in spirits, gods, God Yanomamö of Brazil/Venezuela Evolutionary Psychology (”sociobiology” applied to humans) Genes which aid their carriers to eat, survive, and reproduce, get reproduced. Stewart Guthrie, Faces in the Clouds (1993), and Justin Barrett, Why Would Anyone Believe in God (2004) Evolutionary Psychology proposes a genetic basis for any near-universal human behaviors. Stewart Guthrie observes a near-universal tendency to anthropomorphize Why do we do this? Freud et alii said -- for comfort: but the gods or God can be a huge threat. Barrett & Guthrie – HADD (hyperactive agent detection device) Those with a genetic tendency to anthropomorphize will suspect an “agent” is about to pounce – and kill? Yanomamö of Brazil/Venezuela Evolutionary Psychology (”sociobiology” applied to humans) Genes which make their carriers ready to anthropomorphize, by suspecting that the noise was made by enemies, will make their carriers more alert to danger Yanomamö of Brazil/Venezuela Evolutionary Psychology (”sociobiology” applied to humans) People more alert to danger will more often survive – to reproduce. So the ‘anthropomorphizing’ gene gets reproduced. Alternative explanation: overextension of “theory of mind” Also produces tendency to anthropomorphize -- I.e. to imagine thoughts and intentions even where we would say there are none. Alternative explanation: overextension of “theory of mind” There are thoughts going on ‘out there’ in people (or in “things”?) -- which can hurt or help. Be ready to impute thought to anything which can hurt or help you. [This also allows you to account for events – ‘someone’ .

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