Of the numerous forms of communication technologies presented in thi.docx
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Of the numerous forms of communication technologies presented in this course, predict the first form of technology to be phased out by a newer and improved technology. Explain the limitations of this technology and the reason for its speculated obsolesce. Speculate the technology that will replace the previously mentioned technology above. Describe the features, capabilities, or basic advantages this technology will have over its predecessor. .
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One aspect of epidemiology is the study of the epidemic, endemic, an.docx
One aspect of epidemiology is the study of the epidemic, endemic, and pandemic occurrence of disease(s).
Some critics may argue diseases and conditions such as bird flu are endemic in many countries, and some may argue human immunodeficiency virus (HIV) or AIDS is a series of epidemics.
Using the South University Online Library or the Internet, research about the various epidemic, endemic, and pandemic occurrence of disease(s).
Based on your research and understanding, answer the following questions:
At what point does a disease become an epidemic, endemic, or pandemic? What are the parameters that define each of these states of a disease's effect?
Do you agree that bird flu, HIV, or AIDS could be described as a series of epidemics? Why or why not?
Should we study epidemiology and disease control as a complement to the provision of healthcare services? Why or why not?
Disease control has evolved since the discoveries and achievements of these epidemiological pioneers
—
Hippocrates, John Snow, Pasteur, and Koch. Explain the impact of at least one major historical contribution on the current status of epidemiological practices. How can history potentially shape and impact our future work in public health and clinical medicine? Explain.
.
Once you click the Assignment icon above, you will find links to Qui.docx
Once you click the Assignment icon above, you will find links to Quiz 4, provided in two formats, a Word document and a PDF. You may type your work into the Word document, either using an equation editor or plain-text formatting, or you may write your work by hand and scan it.
Please remember to show all work following standard mathematical practice:
1) Each step should show the COMPLETE expression or equation, not just a piece of it.
2) Each new step should follow logically from the step above it, following rules of algebra.
3) Each new step should be beneath the previous step.
4) The equal sign, =, should only connect equal numbers or expressions.
due tonight - need by 8pm
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one day when you woke up you saw doreman in you room .he has a tim.docx
one day when you woke up you saw doreman in you room .
he has a time machine, by using the time machine you tranported your self to the STONE AGE.
There you met some caveman you managed to speak to them as they spoke english:
write the conversation you had with them in english
please include the following in your conversation.
mention you question and the answers given by the caveman in bubbles:
1. the type of houses they lived in?( stoneage)
2. the natural vegetation they had ?
3. the type of tools they used ?
4.the food they ate ?
5.the type of dresses they wore ?400
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One afternoon at work, Natalie received a phone call from her daught.docx
One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind!
At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior.
Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework.
Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys.
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Based on the scenario, your readings and research, respond to the following:
How could Brandi’s behavior be explained using differential association theory?
How could Brandi’s behavior be explained using social learning theory?
What are the strengths and limitations of these two theories as applied to this example?
Be sure to support your responses using the selected resources.
Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources.
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Once the United States got involved in World War I, what role did it.docx
Once the United States got involved in World War I, what role did it play in winning the war and framing the peace that followed? Should the United States have stayed out of the war?
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Once a Delinquent, Always a Delinquent Please respond to the foll.docx
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On page 118 of your textbook is a picture of the sculpture Pietà by .docx
On page 118 of your textbook is a picture of the sculpture Pietà by Michelangelo. As we have studied, Michelangelo’s Renaissance period returns to the Greeks for inspiration and ideas.
Using 200 – 250 words, answer the following questions. Don’t forget to defend your
answer referencing the themes of the Hellenics and Hellenistics as discussed in this module.
1.
Is Pietà more of a Hellenic or Hellenistic sculpture or a conglomeration of both Greek periods?
2.
Compare this sculpture to David. How are the two sculptures similar and how are they different in intent, subject matter and mastery? Which one do you prefer? Why?
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Once a disease is thought to be caused by an infectious agent, a r.docx
Once a disease is thought to be caused by an infectious agent, a range of epidemiological techniques is used to determine the extent of transmission in a population and to find the most appropriate and responsive measures to control further transmission.
As a newly trained Epidemic Intelligence Service (EIS) officer, you are asked to develop a project to detect and control an outbreak of an infectious disease.
Identify an infectious disease that can be detected and controlled through screening. Describe how screening influences and enhances outbreak detection as well as control and prevention. Discuss how and where you would implement a screening initiative and who would be the core or target population.
Justify your response using examples and reasoning. Comment on the postings of at least two classmates, explaining whether you agree or disagree with their views.
Evaluation Criteria
:
Provided one example of an infectious disease.
Described how screening is used for the detection and control of outbreaks.
Discussed how and where a screening initiative would be implemented and who would be the core population.
Justified answers with appropriate research and reasoning by using examples and references from textbooks, the South University Online Library, and other acceptable references, citing the sources in APA format.
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One aspect of epidemiology is the study of the epidemic, endemic, an.docx
One aspect of epidemiology is the study of the epidemic, endemic, and pandemic occurrence of disease(s).
Some critics may argue diseases and conditions such as bird flu are endemic in many countries, and some may argue human immunodeficiency virus (HIV) or AIDS is a series of epidemics.
Using the South University Online Library or the Internet, research about the various epidemic, endemic, and pandemic occurrence of disease(s).
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At what point does a disease become an epidemic, endemic, or pandemic? What are the parameters that define each of these states of a disease's effect?
Do you agree that bird flu, HIV, or AIDS could be described as a series of epidemics? Why or why not?
Should we study epidemiology and disease control as a complement to the provision of healthcare services? Why or why not?
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—
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Once you click the Assignment icon above, you will find links to Qui.docx
Once you click the Assignment icon above, you will find links to Quiz 4, provided in two formats, a Word document and a PDF. You may type your work into the Word document, either using an equation editor or plain-text formatting, or you may write your work by hand and scan it.
Please remember to show all work following standard mathematical practice:
1) Each step should show the COMPLETE expression or equation, not just a piece of it.
2) Each new step should follow logically from the step above it, following rules of algebra.
3) Each new step should be beneath the previous step.
4) The equal sign, =, should only connect equal numbers or expressions.
due tonight - need by 8pm
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one day when you woke up you saw doreman in you room .he has a tim.docx
one day when you woke up you saw doreman in you room .
he has a time machine, by using the time machine you tranported your self to the STONE AGE.
There you met some caveman you managed to speak to them as they spoke english:
write the conversation you had with them in english
please include the following in your conversation.
mention you question and the answers given by the caveman in bubbles:
1. the type of houses they lived in?( stoneage)
2. the natural vegetation they had ?
3. the type of tools they used ?
4.the food they ate ?
5.the type of dresses they wore ?400
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One afternoon at work, Natalie received a phone call from her daught.docx
One afternoon at work, Natalie received a phone call from her daughter’s teacher. It seemed that Brandi had got into trouble, and Natalie would need to meet with Brandi’s teacher and the school principal. Natalie could not imagine what the trouble could be. Brandi was a straight-A student, played soccer, and was part of the school band. She also helped out with chores at home. On the way to the school, Natalie decided she would not jump to conclusions but would hear Brandi’s side of the story. Then, she would let Brandi have a piece of her mind!
At school, Natalie met the school principal; Brandi’s teacher; and a crying, red-eyed Brandi. Brandi and two other girls had stolen a pack of cigarettes from a teacher’s purse and were caught smoking in the woods behind the school. Worse, one of the other girls had stolen the teacher’s prescription medication, though Brandi said she did not know anything about that. The principal and teacher said that this was a serious breach of trust and was against school policy. They knew Brandi and were “shocked” that she was involved in this activity. In private consultation with Natalie, they said that Brandi was involved with the wrong crowd, but there was still time to intervene before she developed a pattern of bad behavior.
Natalie left the meeting angry with Brandi, but also feeling guilty and responsible. She had been working extra hours and was often busy with her schoolwork. Perhaps she had neglected Brandi or missed important warning signs. She would ground Brandi, but more importantly, she would pay much closer attention to whom she befriended and where she went. Natalie decided she would establish a schedule where she would help the girls’ do their homework.
Natalie felt tired. After all the years of guidance and parenting, how could “two stupid tweens” undo all her hard work? She felt she had worked hard teaching Brandi and Jenny how to make good decisions and to know right from wrong. She worried what the next ten years would bring. She pondered the possibilities of other peer influences, alcohol, drugs, and boys.
Research differential association theory and social learning theory as applied to criminal behavior and crime using the textbook, the Argosy University online library resources, and the Internet. Select two scholarly, peer-reviewed articles for use in this assignment.
Based on the scenario, your readings and research, respond to the following:
How could Brandi’s behavior be explained using differential association theory?
How could Brandi’s behavior be explained using social learning theory?
What are the strengths and limitations of these two theories as applied to this example?
Be sure to support your responses using the selected resources.
Write your initial response in 4–6 paragraphs. Apply APA standards to citation of sources.
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On page 118 of your textbook is a picture of the sculpture Pietà by Michelangelo. As we have studied, Michelangelo’s Renaissance period returns to the Greeks for inspiration and ideas.
Using 200 – 250 words, answer the following questions. Don’t forget to defend your
answer referencing the themes of the Hellenics and Hellenistics as discussed in this module.
1.
Is Pietà more of a Hellenic or Hellenistic sculpture or a conglomeration of both Greek periods?
2.
Compare this sculpture to David. How are the two sculptures similar and how are they different in intent, subject matter and mastery? Which one do you prefer? Why?
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Once a disease is thought to be caused by an infectious agent, a r.docx
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As a newly trained Epidemic Intelligence Service (EIS) officer, you are asked to develop a project to detect and control an outbreak of an infectious disease.
Identify an infectious disease that can be detected and controlled through screening. Describe how screening influences and enhances outbreak detection as well as control and prevention. Discuss how and where you would implement a screening initiative and who would be the core or target population.
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Evaluation Criteria
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Provided one example of an infectious disease.
Described how screening is used for the detection and control of outbreaks.
Discussed how and where a screening initiative would be implemented and who would be the core population.
Justified answers with appropriate research and reasoning by using examples and references from textbooks, the South University Online Library, and other acceptable references, citing the sources in APA format.
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Once you have identified two questions that interest you, conduct an Internet search of the key terms from these questions. During your search, find 1-2 sources that speak to the questions and provide a brief summary of what additional information you have found that answers your query.
What are the primary industries of Naples, Italy?
What role did the city of Alexandria play in the ancient world?
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On December 31, 2015, Ms. Levine CPA, your manager and the treasurer.docx
On December 31, 2015, Ms. Levine CPA, your manager and the treasurer of the U.S. division of the pharmaceutical company Meeack Corp. had just finished acquiring the United Kingdom drug company Zulu LLP, and, after utilizing her knowledge of the IFRS, realized the FASB and IASB designed a roadmap for convergence by 2015. She would like to know the reasons why the U.S. is not going to be converting to the IFRS by 2015.
Required:
Using the SEC staff report issued in July 2012, take a position and then argue and support for your manager at least three reasons why you
believe,
or
do not believe,
that the SEC is correct in its position to delay convergence.
Your well-written paper must be 2-3 pages, in addition to title and reference pages. Cite at least two peer-reviewed sources, in addition to the required reading for the module.
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On Dumpster Diving” by Lars Eighner (50 Essays, p. 139-15.docx
“On Dumpster Diving” by Lars Eighner (
50 Essays
, p. 139-151)
Due Date: Tuesday, October 18
1.
Eighner begins the essay by explaining where the term “Dumpster” originated. Why do you think he begins this way?
2.
What is Eighner’s opinion of college students? Why is scavenging around a college campus so effective for him?
3.
Define the following vocabulary words from the essay. Use each word in a sentence of your own. Briefly explain why the author of the essay chose to use these words.
a.
Scrounging (139)
i.
Definition:
ii.
Part of Speech:
iii.
Sentence:
iv.
Why does the author use this word?
b.
Sinecure (150)
i.
Definition:
ii.
Part of Speech:
iii.
Sentence:
iv.
Why does the author use this word?
4.
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Ok so I have done all the calculations, graphs and interpritations m.docx
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Summarize your results from 1–14 in a report that is 3 pages or less in length and explain and interpret the results in ways that are understandable to someone who does not know statistics." I need someone that understand stats but also capable of writing. I have attached all my data and related documents.
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Ok so I know this is extreme short notice but I have a final 6 page paper due tomorrow, it has to be on a major literary author before 1965, I was going to do Ernest Hemingway. First 2-3 pages include introduction, short biography some of the authors influences/who they influences, cultural & historical context (period of influence such as war), themes in major works, specific theme and plot summary of one major work written by this author. Last pages are to discuss four elements of fiction (literary analysis) Use 4 passages throughout this and then the conclusion. In MLA format.
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Offenses and Punishment. Please respond to the following Explai.docx
"Offenses and Punishment." Please respond to the following:
Explain with examples how the Eighth Amendment restricts the government’s authority to make something a crime.
Analyze Papachristou v. City of Jacksonville. As a public administrator, explain whether there should be a higher concern for public safety or for individual rights. Support your position with examples or evidence.
.
Omit all general journal entry explanations.Be sure to include c.docx
Omit all general journal entry
explanations.
Be sure to include correct dollar signs, underlines and double underlines.
Question 1 (15 points) Statement of Cash Flows
The following is selected information from Murphy Company for the fiscal years ended December 31, 2015: Murphy Company had net income of $500,000. Depreciation was $50,000, purchases of plant assets were $ 250,000, and disposals of plant assets for $500,000 resulted in a $20,000 gain. Stock was issued in exchange for an outstanding note payable of $925,000. Accounts receivable decreased by $25,000. Accounts payable decreased by $10,000. Dividends of $200,000 were paid to shareholders. Murphy Company had interest expense of $5,000. Cash balance on January 1, 2015 was $250,000.
Requirements:Prepare Murphy Company's statement of cash flows for the year ended December 31, 2015 using the indirect method.
Hint (recall the 3 sections)
Question 2 (10 points)
On January 1, 2015, Baker Company purchased 10,000 shares of the stock of Murphy,
and did obtain significant influence
. The investment is intended as a long-term investment. The stock was purchased for $70,000, and represents a 25% ownership stake. Murphy made $20,000 of net income in 2015, and paid dividends of $10,000. The price of Murphy's stock increased from $20 per share at the beginning of the year, to $22 per share at the end of the year.
Requirements:
a.
Prepare the January 1 and December 31 general journal entries for Baker Company.
b.
How much should the Baker Company report on the balance sheet for the investment in Murphy at the end of 2015?
Question 3 (20 Points)
On December 31, 2016, Murphy Inc. had the following balances (all balances are normal):
Accounts
Amount
Preferred Stock, ($100 par value, 5% noncumulative, 50,000 shares authorized, 10,000 shares issued and outstanding)
$1,000,000
Common Stock ($10 par value, 200,000 shares authorized, 100,000 shares issued and outstanding)
$1,000,000
Paid-in Capital in Excess of par, Common
150,000
Retained Earnings
700,000
The following events occurred during 2016 and were not recorded:
a.
On January 1, Murphy declared a 5% stock dividend on its common stock when the market value of the common stock was $15 per share. Stock dividends were distributed on January 31 to shareholders as of January 25.
b.
On February 15, Murphy re-acquired 1,000 shares of common stock for $20 each.
c.
On March 31, Murphy reissued 250 shares of treasury stock for $25 each.
d.
On July 1, Murphy reissued 500 shares of treasury stock for $16 each.
e.
On October 1, Murphy declared full year dividends for preferred stock and $1.50 cash dividends for outstanding shares and paid shareholders on October 15.
f.
On December 15, Murphy split common stock 2 shares for 1.
g.
Net Income for 2016 was $275,000.
Requirements:
a.
Prepare journal entries for the transactions listed above.
b.
Prepare a Stockholders' section of a classified balance sheet as of December 31, 2016.
Question 4 (14 poi.
Offer an alternative explanation for how these patterns of criminal .docx
Offer an alternative explanation for how these patterns of criminal activity and violence affected constitutional law and political freedom.
Having effectively established an early version of
Parlament
, the Anglo-Saxons created a "warlike" system founded on family bonds,
aggricultral
success, acquisition of funds and property, and control through legal means. (Roth, 2005) Crime was a serious matter as this could effect an individual's financial status/land holdings, family and personal reputation, and life. As each
kindship
/kingdom had their own laws; however, your "value" as a human would determine
werdild
(blood price) and options for punishments. (BBC, 2016) Blood
fueds
and vengeance based retaliations occurred. There were no police forces; however, there were "
tithings
" (groups of 10 to 12 men) who were responsible for each other and held accountable for each other's actions. (Roth, 2005) Therefore, if you were accused of
theift
, you and your tithing would appear before a community jury to hear a sentence of death or a fine; however, should you not appear you would then be stripped of your humanity/value and executed. (Roth, 2005)
If the Saxons were known for their death penalty, then the Norman's were known for verdicts of mutilation and forming the class system. (Roth, 2005) Unlike the Saxons, the Norman's legal system did establish a police system that was loyal to the monarch instead of the community or
kinship
. (Roth, 2005) Taking the power away from communities and families to uphold and
despence
the law,
constables
handed everything from "tax collection, arresting
malfectors
, transporting prisoners, and serving legal papers" to maintaining curfew and monarch regulations. (Roth, 2005) Instead of having to survive an ordeal, a
theft
would have to battle to prove his/her innocence or appoint someone to battle for them if the defendant was a woman, child, elderly, or ill individual. (Roth, 2005) If a woman stole an apple, her brother might have to battle the shop keepers.
However, the two systems were vastly different. In the Anglo-Saxon world, the kingdoms experienced more personal and kingdom based freedoms. Even though the death penalty was widely utilized, no positions existed that would be seeking out infractions or looking to punish someone (like a constable). A thief might loose his family and personal honor, face the wrath of his tithing, or have to endure his victim's family claiming their blood price. However, value and worth were placed on family honor, deeds, and contributions to the community. In the United States, this is similar to what we experienced before the civil war. The states had more power than the federal government over their laws and regulations; however, like the Saxons, there were major
inconsistencies
among states regarding policies, sentences for crimes, and even social attitudes towards certain crimes. The Anti Federalist movement in the United States is founded o.
Often, as a business operates, the partners bring some of their pers.docx
Often, as a business operates, the partners bring some of their personal items for use by the partnership so that the partnership does not have to incur the expense of buying these items. These items are then extensively used by the partnership. Over time, do you see some potential sources of disagreement in doing this? What particular problem does this pose when these items are changed or added to in form or character at the expense of the partnership? How important is it that there be some written statement signed by the partners at the time a partner brings a personal asset to the partnership for use in the operation of the business?
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Of all the GNR technologies (genetic engineering, nanotechnology and.docx
Of all the GNR technologies (genetic engineering, nanotechnology and robotics), nanotechnology has the greatest potential for the destruction of our planet or even our solar system.
Do you agree with Ray Kurzweil that it is possible for society to enjoy the benefits of twenty-first century GNR technologies while mitigating and controlling the risks?
Why or Why Not?
attachments are the reading resources. should around 600 words.
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Of the five management functions, which do you expect will experienc.docx
Of the five management functions, which do you expect will experience the most dramatic changes in the next decade? Defend your answer. Which will have the least amount of change? Explain your answer. Respond substantively to two other learners.
Guided Response:
Your initial post should be at least 200 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond substantively to at least two of your classmates' posts.
The
five
functions
of
management—planning,
organizing,
staffing,
leading,
and
controlling-
have
many
close
linkages.
Planning
is
part
of
every
other
management
function.
Creating
and
maintaining
an
organization's
design
requires
planning.
One
of
the
first
steps
in
staffing
is
human
resource
planning.
Leading
requires
planning.
Leaders
rely
on
motivational
programs
that
are
planned
in
advance.
Teams
and
groups
use
plans
to
direct
activities.
Communication
systems
and
all
the
new
iterations
of
those
systems
necessitate
careful
planning
to
spot
new
trends
and
to
implement
changes
in
technologies.
Planning
is
the
basis
of
control
through
the
use
of
standards.
The
organizing
function
shares
similar
bonds
with
other
management
functions.
The
first
element
of
organizing,
job
design,
is
shared
with
the
staffing
function.
Job
specifications
established
in
the
job
design
aspect
of
organizing
are
used
to
recruit
and
select
employees.
Employees
who
fit
are
able
to
work
well
in
company-prescribed
teams
and
groups
and
to
communicate
effectively
within
the
system.
Staffing
shares
the
human
element
with
leading.
Staffing
involves
choosing
the
right
people.
Leading
includes
enticing
the
highest
levels
of
performance
from
those
people.
Controlling
has
one
element
in
common
with
staffing.
Both
are
involved
in
the
performance
appraisal
process
for
individual
employees.
Standards
link
controlling
and
planning.
Further,
controlling
begins
the
process
of
creating
the
next
set
of
plans.
.
Oceanic currents are an important mechanism for the transfer of ener.docx
Oceanic currents are an important mechanism for the transfer of energy from
A. the polar regions towards low latitudes.
B. the high latitudes towards the equator.
C. low latitudes towards high latitudes.
D. southern polar regions to northern polar regions.
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Obtaining informed consent for services from clients is required of .docx
Obtaining informed consent for services from clients is required of human services providers; however, it is not always an easy task. Clients typically grant consent by signing documents presented by the agency or the provider that, at minimum, explain the services that will be provided, the client rights, and information on the steps to rescind the consent.
In situations where minors or individuals under some form of guardianship are the clients, it is necessary to obtain consent from the legal guardian or authority. However, there are times when obtaining informed consent is not as simple as asking for a signature from the client or guardian. These situations require more thought by the human services providers with emphasis on balancing the client's right to consent with other factors that might influence treatment outcomes or decisions.
In this assignment, you will review a case that illustrates the various facets of informed consent.
The Case:
Smith is a thirty-eight-year-old African American male referred for counseling by his mother to address recent incidents of aggression. Smith resides with his mother because he is not able to live on his own. Smith is unable to hold on to a job and has difficulty establishing and maintaining relationships with others. He is open to counseling but thinks his mother is overreacting to his anger outbursts because she is old and does not understand him. Recently, there have been notable conflicts between them due to Smith's aggressive behaviors that were directed toward his mother.
Tasks:
Analyze the case and in a 2- to 3-page paper, address the following:
What steps would you, as the counselor, take for obtaining informed consent from Smith?
Would you, as the counselor, include his mother in the counseling sessions, if you believe it would help with Smith's aggression problem? Why or why not?
In your answers, consider the following:
Smith is not able to live independently.
Smith's aggression might put his mother at risk if he does not get counseling.
Smith has to comprehend what is being asked of him when he provides his consent to receive counseling services.
There might be cultural differences between you and Smith.
.
ObjectiveTo acquire a comprehensive understanding of the applicatio.docx
Objective:To acquire a comprehensive understanding of the application of grammars and formal language theory to computing languages.Given:
Consider the following set of productions:
P01:
FN
→
FN–HEAD FN–BODY
P02:
FN–HEAD
→
TYPE id
(
PARAM–LIST
)
P03:
TYPE
→
char
P04:
TYPE
→
int
P05:
TYPE
→
real
P06:
PARAM–LIST
→
TYPE id
P07:
PARAM–LIST
→
PARAM–LIST
,
TYPE id
P08:
FN–BODY
→
{
VAR–DECL STMT
return (
EXPRESN
) ; }
P09:
VAR–DECL
→
λ
P10:
VAR–DECL
→
TYPE ID–LIST
;
P11:
VAR–DECL
→
VAR–DECL TYPE ID–LIST
;
P12:
ID–LIST
→
id
P13:
ID–LIST
→
ID–LIST
,
id
P14:
STMT
→
λ
P15:
STMT
→
SIMPLE–STMT
P16:
STMT
→
SELECT–STMT
P17:
STMT
→
REPEAT–STMT
P18:
STMT
→
SEQUENCE–STMT
P19:
SIMPLE–STMT
→
ASSIGN–STMT
P20:
SIMPLE–STMT
→
FN–CALL–STMT
P21:
ASSIGN–STMT
→
var
=
EXPRESN
;
P22:
EXPRESN
→
ARITH–EXP
P23:
EXPRESN
→
BOOL–EXP
P24:
ARITH–EXP
→
TERM
P25:
ARITH–EXP
→
ARITH–EXP ADD–OP TERM
P26:
ADD–OP
→
+
P27:
ADD–OP
→
–
P28:
TERM
→
FAC
P29:
TERM
→
TERM MUL–OP FAC
P30:
MUL–OP
→
*
P31:
MUL–OP
→
/
P32:
FAC
→
(
ARITH–EXP
)
P33:
FAC
→
OPD
P34:
OPD
→
var
P35:
OPD
→
const
P36:
BOOL–EXP
→
RELN–EXP
P37:
BOOL–EXP
→
LOGIC–EXP
P38:
RELN–EXP
→
OPD RELN–OPR OPD
P39:
RELN–OPR
→
==
P40:
RELN–OPR
→
!=
P41:
RELN–OPR
→
<
P42:
RELN–OPR
→
<=
P43:
RELN–OPR
→
>
P44:
RELN–OPR
→
>=
P45:
LOGIC–EXP
→
OPD LOGIC–OPR OPD
P46:
LOGIC–EXP
→
LOGIC–OPR OPD
P47:
LOGIC–OPR
→
and
P48:
LOGIC–OPR
→
or
P49:
LOGIC–OPR
→
not
P50:
FN–CALL–STMT
→
id
(
ARG–LIST
) ;
P51:
ARG–LIST
→
λ
P52:
ARG–LIST
→
id
P53:
ARG–LIST
→
ARG–LIST
,
id
P54:
SELECT–STMT
→
if
CONDITION STMT
else
STMT
P55:
CONDITION
→
(
BOOL–EXP
)
P56:
REPEAT–STMT
→
DO–STMT
P57:
REPEAT–STMT
→
WHILE–STMT
P58:
DO–STMT
→
do {
STMT
} while
CONDITION
;
P59:
WHILE–STMT
→
while
CONDITION
do {
STMT
} ;
P60:
SEQUENCE–STMT
→
STMT STMT
Instructions:
(30 points)
Rewrite the set of productions above in Extended Backus-Naur Form (EBNF).
(35 points)
Using a Push Down Automaton (PDA), determine if the following function is valid code according to the given set of productions.
int Max ( int x, int y )
{
int z ;
if ( x >y )
z = x ;
else
z = y ;
return ( z ) ;
}
(35 points)
Validate your answer in (2) by illustrating it with a derivation tree
Deliverable:
Submit a paper Times New Roman font, 12 pt., double-space lines). The project must contain an introduction which includes the purpose of the project.
I attached the answers to 1 and 2 just look to make sure correct and write a paper.
.
Observe the block diagrams. Place events in order of occurrence in .docx
Observe the block diagrams. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any folds, faults and unconformities and their types.
Next, using the data provided, answer the questions on radioisotope dating and determine the age of the rock indicated.
.
On April 8, 2014 Microsoft ended support of its Windows XP operating.docx
On April 8, 2014 Microsoft ended support of its Windows XP operating system. According to InfoWorld, as of that date, there may have been as many as 488 million computers running Windows XP. That was about 29.5% of the world’s PCs.
What are the implications of this move by Microsoft, for XP users and all PC users? Is there a hidden or not so hidden agenda here? If you had a computer with Windows XP what would you do? What are your feelings about this move by Microsoft?
.
Objective the students will be able to recognize the various genr.docx
Objective:
the students will be able to recognize the various genres of literature; employ various critical approaches for interpreting literature
Note
: The research process involves three stages: planning, exploring, and evaluating sources. When you write about literature in college whether the work is fiction, drama, or poetry, you will discuss the plot, characters, and setting.
LET'S GET STARTED!!!
1.
genre
2. fiction, dramatic soliloquy
3. characters, protagonist, theme, descriptive language
4. narrator, persona, omniscient narrator
5. plot, exposition, climax, falling action, turning point, denouement
6. setting, symbol, theme
7. name and define each of these approaches to interpreting literature (literary theory, reader-response theory, gender-based literary theories, critical race theory, class-based literary theory, text-based theory, context-based literary theory, and psychoanalytic theories)
.
On a blog site, httpcuriosity.discovery.comquestionsuperhuman.docx
On a blog site,
http://curiosity.discovery.com/question/superhuman-computing-intelligence
, there is some debate whether or not a computer will ever be created that exceeds the capacity of the human mind. How many of you think that in your lifetime you will see computers exceed the capacity of human cognition? Who thinks there are limitations to what computers can do? (Discuss those limitations in terms of cognitive abilities.) How many of you think that artificial intelligence has removed the human connection and replaced technology with true interaction?
.
ObjectiveTo acquire a comprehensive understanding of the applic.docx
Objective:
To acquire a comprehensive understanding of the application of grammars and formal language theory to computing languages.
Given:
Consider the following set of productions:
P01:
FN
→
FN–HEAD FN–BODY
P02:
FN–HEAD
→
TYPE id
(
PARAM–LIST
)
P03:
TYPE
→
char
P04:
TYPE
→
int
P05:
TYPE
→
real
P06:
PARAM–LIST
→
TYPE id
P07:
PARAM–LIST
→
PARAM–LIST
,
TYPE id
P08:
FN–BODY
→
{
VAR–DECL STMT
return (
EXPRESN
) ; }
P09:
VAR–DECL
→
λ
P10:
VAR–DECL
→
TYPE ID–LIST
;
P11:
VAR–DECL
→
VAR–DECL TYPE ID–LIST
;
P12:
ID–LIST
→
id
P13:
ID–LIST
→
ID–LIST
,
id
P14:
STMT
→
λ
P15:
STMT
→
SIMPLE–STMT
P16:
STMT
→
SELECT–STMT
P17:
STMT
→
REPEAT–STMT
P18:
STMT
→
SEQUENCE–STMT
P19:
SIMPLE–STMT
→
ASSIGN–STMT
P20:
SIMPLE–STMT
→
FN–CALL–STMT
P21:
ASSIGN–STMT
→
var
=
EXPRESN
;
P22:
EXPRESN
→
ARITH–EXP
P23:
EXPRESN
→
BOOL–EXP
P24:
ARITH–EXP
→
TERM
P25:
ARITH–EXP
→
ARITH–EXP ADD–OP TERM
P26:
ADD–OP
→
+
P27:
ADD–OP
→
–
P28:
TERM
→
FAC
P29:
TERM
→
TERM MUL–OP FAC
P30:
MUL–OP
→
*
P31:
MUL–OP
→
/
P32:
FAC
→
(
ARITH–EXP
)
P33:
FAC
→
OPD
P34:
OPD
→
var
P35:
OPD
→
const
P36:
BOOL–EXP
→
RELN–EXP
P37:
BOOL–EXP
→
LOGIC–EXP
P38:
RELN–EXP
→
OPD RELN–OPR OPD
P39:
RELN–OPR
→
==
P40:
RELN–OPR
→
!=
P41:
RELN–OPR
→
<
P42:
RELN–OPR
→
<=
P43:
RELN–OPR
→
>
P44:
RELN–OPR
→
>=
P45:
LOGIC–EXP
→
OPD LOGIC–OPR OPD
P46:
LOGIC–EXP
→
LOGIC–OPR OPD
P47:
LOGIC–OPR
→
and
P48:
LOGIC–OPR
→
or
P49:
LOGIC–OPR
→
not
P50:
FN–CALL–STMT
→
id
(
ARG–LIST
) ;
P51:
ARG–LIST
→
λ
P52:
ARG–LIST
→
id
P53:
ARG–LIST
→
ARG–LIST
,
id
P54:
SELECT–STMT
→
if
CONDITION STMT
else
STMT
P55:
CONDITION
→
(
BOOL–EXP
)
P56:
REPEAT–STMT
→
DO–STMT
P57:
REPEAT–STMT
→
WHILE–STMT
P58:
DO–STMT
→
do {
STMT
} while
CONDITION
;
P59:
WHILE–STMT
→
while
CONDITION
do {
STMT
} ;
P60:
SEQUENCE–STMT
→
STMT STMT
Instructions:
(30 points)
Rewrite the set of productions above in Extended Backus-Naur Form (EBNF).
(35 points)
Using a Push Down Automaton (PDA), determine if the following function is valid code according to the given set of productions.
int Max ( int x, int y )
{
int z ;
if ( x >y )
z = x ;
else
z = y ;
return ( z ) ;
}
(35 points)
Validate your answer in (2) by illustrating it with a derivation tree
Deliverable:
Submit a paper Times New Roman font, 12 pt., double-space lines). The project must contain an introduction which includes the purpose of the project.
I attached the answers to 1 and 2 just look to make sure correct and write a paper.
.
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
The approach at University of Liverpool.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
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What role did the city of Alexandria play in the ancient world?
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believe,
or
do not believe,
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“On Dumpster Diving” by Lars Eighner (
50 Essays
, p. 139-151)
Due Date: Tuesday, October 18
1.
Eighner begins the essay by explaining where the term “Dumpster” originated. Why do you think he begins this way?
2.
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3.
Define the following vocabulary words from the essay. Use each word in a sentence of your own. Briefly explain why the author of the essay chose to use these words.
a.
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i.
Definition:
ii.
Part of Speech:
iii.
Sentence:
iv.
Why does the author use this word?
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i.
Definition:
ii.
Part of Speech:
iii.
Sentence:
iv.
Why does the author use this word?
4.
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Explain with examples how the Eighth Amendment restricts the government’s authority to make something a crime.
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Be sure to include correct dollar signs, underlines and double underlines.
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Hint (recall the 3 sections)
Question 2 (10 points)
On January 1, 2015, Baker Company purchased 10,000 shares of the stock of Murphy,
and did obtain significant influence
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a.
Prepare the January 1 and December 31 general journal entries for Baker Company.
b.
How much should the Baker Company report on the balance sheet for the investment in Murphy at the end of 2015?
Question 3 (20 Points)
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Accounts
Amount
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$1,000,000
Common Stock ($10 par value, 200,000 shares authorized, 100,000 shares issued and outstanding)
$1,000,000
Paid-in Capital in Excess of par, Common
150,000
Retained Earnings
700,000
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a.
On January 1, Murphy declared a 5% stock dividend on its common stock when the market value of the common stock was $15 per share. Stock dividends were distributed on January 31 to shareholders as of January 25.
b.
On February 15, Murphy re-acquired 1,000 shares of common stock for $20 each.
c.
On March 31, Murphy reissued 250 shares of treasury stock for $25 each.
d.
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e.
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f.
On December 15, Murphy split common stock 2 shares for 1.
g.
Net Income for 2016 was $275,000.
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a.
Prepare journal entries for the transactions listed above.
b.
Prepare a Stockholders' section of a classified balance sheet as of December 31, 2016.
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Having effectively established an early version of
Parlament
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kinship
. (Roth, 2005) Taking the power away from communities and families to uphold and
despence
the law,
constables
handed everything from "tax collection, arresting
malfectors
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theft
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attachments are the reading resources. should around 600 words.
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Guided Response:
Your initial post should be at least 200 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond substantively to at least two of your classmates' posts.
The
five
functions
of
management—planning,
organizing,
staffing,
leading,
and
controlling-
have
many
close
linkages.
Planning
is
part
of
every
other
management
function.
Creating
and
maintaining
an
organization's
design
requires
planning.
One
of
the
first
steps
in
staffing
is
human
resource
planning.
Leading
requires
planning.
Leaders
rely
on
motivational
programs
that
are
planned
in
advance.
Teams
and
groups
use
plans
to
direct
activities.
Communication
systems
and
all
the
new
iterations
of
those
systems
necessitate
careful
planning
to
spot
new
trends
and
to
implement
changes
in
technologies.
Planning
is
the
basis
of
control
through
the
use
of
standards.
The
organizing
function
shares
similar
bonds
with
other
management
functions.
The
first
element
of
organizing,
job
design,
is
shared
with
the
staffing
function.
Job
specifications
established
in
the
job
design
aspect
of
organizing
are
used
to
recruit
and
select
employees.
Employees
who
fit
are
able
to
work
well
in
company-prescribed
teams
and
groups
and
to
communicate
effectively
within
the
system.
Staffing
shares
the
human
element
with
leading.
Staffing
involves
choosing
the
right
people.
Leading
includes
enticing
the
highest
levels
of
performance
from
those
people.
Controlling
has
one
element
in
common
with
staffing.
Both
are
involved
in
the
performance
appraisal
process
for
individual
employees.
Standards
link
controlling
and
planning.
Further,
controlling
begins
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process
of
creating
the
next
set
of
plans.
.
Oceanic currents are an important mechanism for the transfer of ener.docx
Oceanic currents are an important mechanism for the transfer of energy from
A. the polar regions towards low latitudes.
B. the high latitudes towards the equator.
C. low latitudes towards high latitudes.
D. southern polar regions to northern polar regions.
.
Obtaining informed consent for services from clients is required of .docx
Obtaining informed consent for services from clients is required of human services providers; however, it is not always an easy task. Clients typically grant consent by signing documents presented by the agency or the provider that, at minimum, explain the services that will be provided, the client rights, and information on the steps to rescind the consent.
In situations where minors or individuals under some form of guardianship are the clients, it is necessary to obtain consent from the legal guardian or authority. However, there are times when obtaining informed consent is not as simple as asking for a signature from the client or guardian. These situations require more thought by the human services providers with emphasis on balancing the client's right to consent with other factors that might influence treatment outcomes or decisions.
In this assignment, you will review a case that illustrates the various facets of informed consent.
The Case:
Smith is a thirty-eight-year-old African American male referred for counseling by his mother to address recent incidents of aggression. Smith resides with his mother because he is not able to live on his own. Smith is unable to hold on to a job and has difficulty establishing and maintaining relationships with others. He is open to counseling but thinks his mother is overreacting to his anger outbursts because she is old and does not understand him. Recently, there have been notable conflicts between them due to Smith's aggressive behaviors that were directed toward his mother.
Tasks:
Analyze the case and in a 2- to 3-page paper, address the following:
What steps would you, as the counselor, take for obtaining informed consent from Smith?
Would you, as the counselor, include his mother in the counseling sessions, if you believe it would help with Smith's aggression problem? Why or why not?
In your answers, consider the following:
Smith is not able to live independently.
Smith's aggression might put his mother at risk if he does not get counseling.
Smith has to comprehend what is being asked of him when he provides his consent to receive counseling services.
There might be cultural differences between you and Smith.
.
ObjectiveTo acquire a comprehensive understanding of the applicatio.docx
Objective:To acquire a comprehensive understanding of the application of grammars and formal language theory to computing languages.Given:
Consider the following set of productions:
P01:
FN
→
FN–HEAD FN–BODY
P02:
FN–HEAD
→
TYPE id
(
PARAM–LIST
)
P03:
TYPE
→
char
P04:
TYPE
→
int
P05:
TYPE
→
real
P06:
PARAM–LIST
→
TYPE id
P07:
PARAM–LIST
→
PARAM–LIST
,
TYPE id
P08:
FN–BODY
→
{
VAR–DECL STMT
return (
EXPRESN
) ; }
P09:
VAR–DECL
→
λ
P10:
VAR–DECL
→
TYPE ID–LIST
;
P11:
VAR–DECL
→
VAR–DECL TYPE ID–LIST
;
P12:
ID–LIST
→
id
P13:
ID–LIST
→
ID–LIST
,
id
P14:
STMT
→
λ
P15:
STMT
→
SIMPLE–STMT
P16:
STMT
→
SELECT–STMT
P17:
STMT
→
REPEAT–STMT
P18:
STMT
→
SEQUENCE–STMT
P19:
SIMPLE–STMT
→
ASSIGN–STMT
P20:
SIMPLE–STMT
→
FN–CALL–STMT
P21:
ASSIGN–STMT
→
var
=
EXPRESN
;
P22:
EXPRESN
→
ARITH–EXP
P23:
EXPRESN
→
BOOL–EXP
P24:
ARITH–EXP
→
TERM
P25:
ARITH–EXP
→
ARITH–EXP ADD–OP TERM
P26:
ADD–OP
→
+
P27:
ADD–OP
→
–
P28:
TERM
→
FAC
P29:
TERM
→
TERM MUL–OP FAC
P30:
MUL–OP
→
*
P31:
MUL–OP
→
/
P32:
FAC
→
(
ARITH–EXP
)
P33:
FAC
→
OPD
P34:
OPD
→
var
P35:
OPD
→
const
P36:
BOOL–EXP
→
RELN–EXP
P37:
BOOL–EXP
→
LOGIC–EXP
P38:
RELN–EXP
→
OPD RELN–OPR OPD
P39:
RELN–OPR
→
==
P40:
RELN–OPR
→
!=
P41:
RELN–OPR
→
<
P42:
RELN–OPR
→
<=
P43:
RELN–OPR
→
>
P44:
RELN–OPR
→
>=
P45:
LOGIC–EXP
→
OPD LOGIC–OPR OPD
P46:
LOGIC–EXP
→
LOGIC–OPR OPD
P47:
LOGIC–OPR
→
and
P48:
LOGIC–OPR
→
or
P49:
LOGIC–OPR
→
not
P50:
FN–CALL–STMT
→
id
(
ARG–LIST
) ;
P51:
ARG–LIST
→
λ
P52:
ARG–LIST
→
id
P53:
ARG–LIST
→
ARG–LIST
,
id
P54:
SELECT–STMT
→
if
CONDITION STMT
else
STMT
P55:
CONDITION
→
(
BOOL–EXP
)
P56:
REPEAT–STMT
→
DO–STMT
P57:
REPEAT–STMT
→
WHILE–STMT
P58:
DO–STMT
→
do {
STMT
} while
CONDITION
;
P59:
WHILE–STMT
→
while
CONDITION
do {
STMT
} ;
P60:
SEQUENCE–STMT
→
STMT STMT
Instructions:
(30 points)
Rewrite the set of productions above in Extended Backus-Naur Form (EBNF).
(35 points)
Using a Push Down Automaton (PDA), determine if the following function is valid code according to the given set of productions.
int Max ( int x, int y )
{
int z ;
if ( x >y )
z = x ;
else
z = y ;
return ( z ) ;
}
(35 points)
Validate your answer in (2) by illustrating it with a derivation tree
Deliverable:
Submit a paper Times New Roman font, 12 pt., double-space lines). The project must contain an introduction which includes the purpose of the project.
I attached the answers to 1 and 2 just look to make sure correct and write a paper.
.
Observe the block diagrams. Place events in order of occurrence in .docx
Observe the block diagrams. Place events in order of occurrence in the respective places below. Work from oldest to youngest, bottom to top. Be sure to note any folds, faults and unconformities and their types.
Next, using the data provided, answer the questions on radioisotope dating and determine the age of the rock indicated.
.
On April 8, 2014 Microsoft ended support of its Windows XP operating.docx
On April 8, 2014 Microsoft ended support of its Windows XP operating system. According to InfoWorld, as of that date, there may have been as many as 488 million computers running Windows XP. That was about 29.5% of the world’s PCs.
What are the implications of this move by Microsoft, for XP users and all PC users? Is there a hidden or not so hidden agenda here? If you had a computer with Windows XP what would you do? What are your feelings about this move by Microsoft?
.
Objective the students will be able to recognize the various genr.docx
Objective:
the students will be able to recognize the various genres of literature; employ various critical approaches for interpreting literature
Note
: The research process involves three stages: planning, exploring, and evaluating sources. When you write about literature in college whether the work is fiction, drama, or poetry, you will discuss the plot, characters, and setting.
LET'S GET STARTED!!!
1.
genre
2. fiction, dramatic soliloquy
3. characters, protagonist, theme, descriptive language
4. narrator, persona, omniscient narrator
5. plot, exposition, climax, falling action, turning point, denouement
6. setting, symbol, theme
7. name and define each of these approaches to interpreting literature (literary theory, reader-response theory, gender-based literary theories, critical race theory, class-based literary theory, text-based theory, context-based literary theory, and psychoanalytic theories)
.
On a blog site, httpcuriosity.discovery.comquestionsuperhuman.docx
On a blog site,
http://curiosity.discovery.com/question/superhuman-computing-intelligence
, there is some debate whether or not a computer will ever be created that exceeds the capacity of the human mind. How many of you think that in your lifetime you will see computers exceed the capacity of human cognition? Who thinks there are limitations to what computers can do? (Discuss those limitations in terms of cognitive abilities.) How many of you think that artificial intelligence has removed the human connection and replaced technology with true interaction?
.
ObjectiveTo acquire a comprehensive understanding of the applic.docx
Objective:
To acquire a comprehensive understanding of the application of grammars and formal language theory to computing languages.
Given:
Consider the following set of productions:
P01:
FN
→
FN–HEAD FN–BODY
P02:
FN–HEAD
→
TYPE id
(
PARAM–LIST
)
P03:
TYPE
→
char
P04:
TYPE
→
int
P05:
TYPE
→
real
P06:
PARAM–LIST
→
TYPE id
P07:
PARAM–LIST
→
PARAM–LIST
,
TYPE id
P08:
FN–BODY
→
{
VAR–DECL STMT
return (
EXPRESN
) ; }
P09:
VAR–DECL
→
λ
P10:
VAR–DECL
→
TYPE ID–LIST
;
P11:
VAR–DECL
→
VAR–DECL TYPE ID–LIST
;
P12:
ID–LIST
→
id
P13:
ID–LIST
→
ID–LIST
,
id
P14:
STMT
→
λ
P15:
STMT
→
SIMPLE–STMT
P16:
STMT
→
SELECT–STMT
P17:
STMT
→
REPEAT–STMT
P18:
STMT
→
SEQUENCE–STMT
P19:
SIMPLE–STMT
→
ASSIGN–STMT
P20:
SIMPLE–STMT
→
FN–CALL–STMT
P21:
ASSIGN–STMT
→
var
=
EXPRESN
;
P22:
EXPRESN
→
ARITH–EXP
P23:
EXPRESN
→
BOOL–EXP
P24:
ARITH–EXP
→
TERM
P25:
ARITH–EXP
→
ARITH–EXP ADD–OP TERM
P26:
ADD–OP
→
+
P27:
ADD–OP
→
–
P28:
TERM
→
FAC
P29:
TERM
→
TERM MUL–OP FAC
P30:
MUL–OP
→
*
P31:
MUL–OP
→
/
P32:
FAC
→
(
ARITH–EXP
)
P33:
FAC
→
OPD
P34:
OPD
→
var
P35:
OPD
→
const
P36:
BOOL–EXP
→
RELN–EXP
P37:
BOOL–EXP
→
LOGIC–EXP
P38:
RELN–EXP
→
OPD RELN–OPR OPD
P39:
RELN–OPR
→
==
P40:
RELN–OPR
→
!=
P41:
RELN–OPR
→
<
P42:
RELN–OPR
→
<=
P43:
RELN–OPR
→
>
P44:
RELN–OPR
→
>=
P45:
LOGIC–EXP
→
OPD LOGIC–OPR OPD
P46:
LOGIC–EXP
→
LOGIC–OPR OPD
P47:
LOGIC–OPR
→
and
P48:
LOGIC–OPR
→
or
P49:
LOGIC–OPR
→
not
P50:
FN–CALL–STMT
→
id
(
ARG–LIST
) ;
P51:
ARG–LIST
→
λ
P52:
ARG–LIST
→
id
P53:
ARG–LIST
→
ARG–LIST
,
id
P54:
SELECT–STMT
→
if
CONDITION STMT
else
STMT
P55:
CONDITION
→
(
BOOL–EXP
)
P56:
REPEAT–STMT
→
DO–STMT
P57:
REPEAT–STMT
→
WHILE–STMT
P58:
DO–STMT
→
do {
STMT
} while
CONDITION
;
P59:
WHILE–STMT
→
while
CONDITION
do {
STMT
} ;
P60:
SEQUENCE–STMT
→
STMT STMT
Instructions:
(30 points)
Rewrite the set of productions above in Extended Backus-Naur Form (EBNF).
(35 points)
Using a Push Down Automaton (PDA), determine if the following function is valid code according to the given set of productions.
int Max ( int x, int y )
{
int z ;
if ( x >y )
z = x ;
else
z = y ;
return ( z ) ;
}
(35 points)
Validate your answer in (2) by illustrating it with a derivation tree
Deliverable:
Submit a paper Times New Roman font, 12 pt., double-space lines). The project must contain an introduction which includes the purpose of the project.
I attached the answers to 1 and 2 just look to make sure correct and write a paper.
.
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