A lesson plan for an 80 minute lesson on report writing, particularly on writing the introduction of a report. This lesson plan includes the worksheet and suggested answers, as well as a summary of the presentation slides.
612016 Data Modeling Scoring Guidehttpscourserooma.ca.docxalinainglis
6/1/2016 Data Modeling Scoring Guide
https://courserooma.capella.edu/bbcswebdav/institution/ITFP/ITFP3345/160400/Scoring_Guides/u05a1_scoring_guide.html 1/1
Data Modeling Scoring Guide Grading Rubric
Criteria Nonperformance Basic Proficient Distinguished
Explain the approach to the
datamodel development.
Does not explain the
approach to the datamodel
development.
Lists an approach to
the datamodel
development.
Explains the approach to
the datamodel
development.
Evaluates the approach to the datamodel
development.
Determine objects necessary
to create the data model.
Does not determine objects
necessary to create the data
model.
Lists objects necessary
to create the data
model; objects do not
reflect the model.
Determines objects
necessary to create the data
model.
Analyzes objects necessary to create the data
model.
Create a class diagram for
the data model.
Does not create a class
diagram for the data model.
Creates a class
diagram for the data
model; diagram has
errors.
Creates a class diagram for
the data model.
Creates a class diagram for the data model;
diagram includes all necessary steps.
Describe relationships
among the datamodel
objects.
Does not describe
relationships among the data
model objects.
Lists relationships
among the datamodel
objects.
Describes relationships
among the datamodel
objects.
Analyzes relationships among the datamodel
objects.
Communicate in a manner
that is scholarly,
professional, and consistent
with expectations for
members of professional
communities.
Does not communicate in a
manner that is scholarly,
professional, and consistent
with expectations for
members of professional
communities.
Communicates in an
inconsistent scholarly
and professional
manner for members
of professional
communities.
Communicate in a manner
that is scholarly,
professional, and consistent
with expectations for
members of professional
communities.
Communicates in a manner that is scholarly,
professional, and consistent with expectations
for members of professional communities;
written communication is free of errors that
detract from the overall message.
Print
Data Modeling Scoring Guide
javascript:window.print()
6/1/2016 Assessment 5 – ITFP3345 Spring 2016 Section 01
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_35671_1&content_id=_3572213_1&mode=reset 1/4
ASSESSMENT 5
Data Modeling
Overview
Create a data model for the Fantasy Games scenario.
Developing a data model is an important part of the softwaredevelopment process. A data
model is a representation of the data you are using in your application. For example, all
applications require users; therefore, you will develop a user object. Once the software architect
knows the data model, the architect is better able to develop the necessary software. As a
software architect, you will find yourself developing data models for each system you create.
By successfully completing this asse.
Data Structures and Abstractions with Java 5th Edition Carrano Solutions ManualAvaRosalessa
Full download : https://alibabadownload.com/product/data-structures-and-abstractions-with-java-5th-edition-carrano-solutions-manual/ Data Structures and Abstractions with Java 5th Edition Carrano Solutions Manual
Creating a Use Case
Jennifer LeClair
CIS 510
Instructor Name: Dr. Austin Umezurike
10/27/2016
Assignment 2:
Creating a Use Case
Introduction
With this paper I will show how a use case diagram should be used. I base this paper from fig. 3
– 11 pages 78 – 80 in our textbook titled: System Analysis and Design in a Changing World, 6th
edition, by Satzinger, Jackson, and Burd. In the Use Case Diagram that I make, I will depict a
use case for a RMO CSMS subsystem. I will also be describing the overview of the diagram. I
will also provide an analysis of the characters.
Use Case Introduction
An activity that a system performs is known as a use case. It is mostly in response to the
user. Use case analysis is a technique that is used for identifying the functional requirements of
the software system. A use case is to designate the point of view from a client and customer, this
is a use cases main purpose. An analytical role in the development process is done by the
developer. The other definition of a use case is as an objective or as an actor. Actors are with a
particular system and they want to achieve. In the use case diagram that I create, I will show the
actors and use cases for the RMO CSMS subsystem for marketing.
Marketing Subsystem
RMO CSMS
Marketing Merchandising
Overview
The overview of this use case diagram has the following: It shows the system boundary,
the association and the actors. The one that does the interaction with the system by entering or
receiving data is called a group, actor, external agent or person. Another part of the whole system
are the system boundaries. System boundaries are the computerized part of the application along
with the users who operate it. When a customer places a relationship between certain things such
as a certain employee in a department and an order, this would be a logical association. In my
diagram I have included two actors, one is representing marketing and the other represents
merchandising.
Analysis
The events and actions that define the interactions with a system and the role in order to
be able to discover a goal is a list of actions or steps in an event in a use case. The elements that
make up a use case diagram and the connections that are between a use case and the actors is an
association. This lets us know that there is communication between the actors and the use case.
On the marketing side they need to be able to update / add promotions, production and business
partners. On the merchandising side they need to be able to update / add production information
and accessory packages.
Summary
The important part of a use case diagram is that you can identi ...
A lesson plan for an 80 minute lesson on report writing, particularly on writing the introduction of a report. This lesson plan includes the worksheet and suggested answers, as well as a summary of the presentation slides.
612016 Data Modeling Scoring Guidehttpscourserooma.ca.docxalinainglis
6/1/2016 Data Modeling Scoring Guide
https://courserooma.capella.edu/bbcswebdav/institution/ITFP/ITFP3345/160400/Scoring_Guides/u05a1_scoring_guide.html 1/1
Data Modeling Scoring Guide Grading Rubric
Criteria Nonperformance Basic Proficient Distinguished
Explain the approach to the
datamodel development.
Does not explain the
approach to the datamodel
development.
Lists an approach to
the datamodel
development.
Explains the approach to
the datamodel
development.
Evaluates the approach to the datamodel
development.
Determine objects necessary
to create the data model.
Does not determine objects
necessary to create the data
model.
Lists objects necessary
to create the data
model; objects do not
reflect the model.
Determines objects
necessary to create the data
model.
Analyzes objects necessary to create the data
model.
Create a class diagram for
the data model.
Does not create a class
diagram for the data model.
Creates a class
diagram for the data
model; diagram has
errors.
Creates a class diagram for
the data model.
Creates a class diagram for the data model;
diagram includes all necessary steps.
Describe relationships
among the datamodel
objects.
Does not describe
relationships among the data
model objects.
Lists relationships
among the datamodel
objects.
Describes relationships
among the datamodel
objects.
Analyzes relationships among the datamodel
objects.
Communicate in a manner
that is scholarly,
professional, and consistent
with expectations for
members of professional
communities.
Does not communicate in a
manner that is scholarly,
professional, and consistent
with expectations for
members of professional
communities.
Communicates in an
inconsistent scholarly
and professional
manner for members
of professional
communities.
Communicate in a manner
that is scholarly,
professional, and consistent
with expectations for
members of professional
communities.
Communicates in a manner that is scholarly,
professional, and consistent with expectations
for members of professional communities;
written communication is free of errors that
detract from the overall message.
Print
Data Modeling Scoring Guide
javascript:window.print()
6/1/2016 Assessment 5 – ITFP3345 Spring 2016 Section 01
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_35671_1&content_id=_3572213_1&mode=reset 1/4
ASSESSMENT 5
Data Modeling
Overview
Create a data model for the Fantasy Games scenario.
Developing a data model is an important part of the softwaredevelopment process. A data
model is a representation of the data you are using in your application. For example, all
applications require users; therefore, you will develop a user object. Once the software architect
knows the data model, the architect is better able to develop the necessary software. As a
software architect, you will find yourself developing data models for each system you create.
By successfully completing this asse.
Data Structures and Abstractions with Java 5th Edition Carrano Solutions ManualAvaRosalessa
Full download : https://alibabadownload.com/product/data-structures-and-abstractions-with-java-5th-edition-carrano-solutions-manual/ Data Structures and Abstractions with Java 5th Edition Carrano Solutions Manual
Creating a Use Case
Jennifer LeClair
CIS 510
Instructor Name: Dr. Austin Umezurike
10/27/2016
Assignment 2:
Creating a Use Case
Introduction
With this paper I will show how a use case diagram should be used. I base this paper from fig. 3
– 11 pages 78 – 80 in our textbook titled: System Analysis and Design in a Changing World, 6th
edition, by Satzinger, Jackson, and Burd. In the Use Case Diagram that I make, I will depict a
use case for a RMO CSMS subsystem. I will also be describing the overview of the diagram. I
will also provide an analysis of the characters.
Use Case Introduction
An activity that a system performs is known as a use case. It is mostly in response to the
user. Use case analysis is a technique that is used for identifying the functional requirements of
the software system. A use case is to designate the point of view from a client and customer, this
is a use cases main purpose. An analytical role in the development process is done by the
developer. The other definition of a use case is as an objective or as an actor. Actors are with a
particular system and they want to achieve. In the use case diagram that I create, I will show the
actors and use cases for the RMO CSMS subsystem for marketing.
Marketing Subsystem
RMO CSMS
Marketing Merchandising
Overview
The overview of this use case diagram has the following: It shows the system boundary,
the association and the actors. The one that does the interaction with the system by entering or
receiving data is called a group, actor, external agent or person. Another part of the whole system
are the system boundaries. System boundaries are the computerized part of the application along
with the users who operate it. When a customer places a relationship between certain things such
as a certain employee in a department and an order, this would be a logical association. In my
diagram I have included two actors, one is representing marketing and the other represents
merchandising.
Analysis
The events and actions that define the interactions with a system and the role in order to
be able to discover a goal is a list of actions or steps in an event in a use case. The elements that
make up a use case diagram and the connections that are between a use case and the actors is an
association. This lets us know that there is communication between the actors and the use case.
On the marketing side they need to be able to update / add promotions, production and business
partners. On the merchandising side they need to be able to update / add production information
and accessory packages.
Summary
The important part of a use case diagram is that you can identi ...
Title of PresentationStudent’s nameFeel free to adjust the c.docxherthalearmont
Title of Presentation
Student’s name
Feel free to adjust the color and scheme of this template. Color and design are recommended in an appealing visual presentation.
1
Introduction
Includes
The name of the student evaluated and the topic
Also should detail the purpose and flow of the presentation
Feel free to adjust the color and scheme of this template. Color and design are recommended in an appealing visual presentation.
‹#›
Format of Paper
Evaluate the following three questions regarding the overall format of the paper.
Were all required sections included?
Were they clearly distinguished from one another?
If not, were reasons given for not including some?
Feel free to adjust the color and scheme of this template. Color and design are recommended in an appealing visual presentation.
‹#›
Historical Timeline and Predecessor Assessment Evaluation
Assess the following three components as detailed on the Student Evaluation Form
Sources
Content
Writing Skills
Remember that graphics go a long way in a visual presentation. Add them to play up the visual appeal of this slide but be sure to cite them in proper APA format.
Add additional slides as needed for this section.
Feel free to adjust the color and scheme of this template. Color and design are recommended in an appealing visual presentation.
‹#›
Analysis of Impact Evaluation
Assess the following three components as detailed on the Student Evaluation Form
Sources
Content
Writing Skills
Remember that graphics go a long way in a visual presentation. Add them to play up the visual appeal of this slide but be sure to cite them in proper APA format.
Add additional slides as needed for this section.
Feel free to adjust the color and scheme of this template. Color and design are recommended in an appealing visual presentation.
‹#›
Ethical Considerations Evaluation
Assess the following three components as detailed on the Student Evaluation Form
Sources
Content
Writing Skills
Remember that graphics go a long way in a visual presentation. Add them to play up the visual appeal of this slide but be sure to cite them in proper APA format.
Add additional slides as needed for this section.
Feel free to adjust the color and scheme of this template. Color and design are recommended in an appealing visual presentation.
‹#›
Concluding Remarks
Summarize the areas of the writer's strengths and weakness as presented in your presentation and remember to always end on a positive note!
Feel free to adjust the color and scheme of this template. Color and design are recommended in an appealing visual presentation.
‹#›
References
Reference all sources used in completing this assignment.
Remember that in-text citations are just as important in a presentation as they are in papers.
The references listed here should be a list of what you have posted on your previous slides, including any images that you used, unless they are clipart.
Feel free to adjust the color and scheme of th ...
1. What is audience analysis Why is it critical in creating, MartineMccracken314
1. What is audience analysis? Why is it critical in creating, planning and giving a presentation?
2. Explain each of the different types of organizational patterns a speaker could follow in planning a presentation. Which pattern(s) do you think it would be critical to have very effective visual aids for an audience? Give examples to support your view. Next, discuss the four delivery style options speakers have to deliver a presentation. Include the benefits and the drawbacks of each for both the speaker and the audience.
3. What is plagiarism? Explain the BASE model in reference to a speaker dealing with sources/evidence during a presentation. How many sources will you need to use in your informative presentation?
4. After viewing the sample presentations in this unit, which speaker do you think gave a better informative presentation? Utilize the information you have learned to defend your response. Next, locate an informative presentation on YouTube that uses visual aids. Watch it and critique the organization, delivery, and usage of visual aids. ***Please include the link to the YouTube video you watched in the response.
5. What is the purpose of the opening and a closing of a presentation? Give examples of the types of attention devices a speaker could utilize. Explain what each speaker did for an attention device in the sample videos you watched on Blackboard or the personal one you selected. Lasts, why do transitions help an audience during a presentation?
Criteria Grading TESTS
All work must be typed, 12 point font utilizing either MLA or APA style format.
9-10 EXCELLENT: Information presented is well organized and developed without grammar or punctuation errors. It reflects a thoughtful, detailed analysis of the individual’s position and the specified required elements listed for the assignment. Answer reflects readings and research.
8-7 GOOD: Information presented is organized but may lack developed areas of the specified required elements listed for the assignment. The information is clearly organized but contains a few grammar and punctuation errors. Answer reflects readings and research.
6-5 AVERAGE: Information presented is average in organization and development with frequent grammar and punctuation errors. It reflects an average analysis of the individual’s position and the specified required elements listed for the assignment. The writer simply lists information or even misses some of the required elements while barely summarizing their viewpoint. Answer reflects little support from readings and research.
4-3 FAIR: Information presented is poorly organized and lacks adequate development. It is difficult to process with frequent grammar and punctuation errors. It reflects little attention to the analysis of the individual’s position and the specified required elements listed for the assignment. Reflection and research is not addr ...
1. What is audience analysis Why is it critical in creating, AbbyWhyte974
1. What is audience analysis? Why is it critical in creating, planning and giving a presentation?
2. Explain each of the different types of organizational patterns a speaker could follow in planning a presentation. Which pattern(s) do you think it would be critical to have very effective visual aids for an audience? Give examples to support your view. Next, discuss the four delivery style options speakers have to deliver a presentation. Include the benefits and the drawbacks of each for both the speaker and the audience.
3. What is plagiarism? Explain the BASE model in reference to a speaker dealing with sources/evidence during a presentation. How many sources will you need to use in your informative presentation?
4. After viewing the sample presentations in this unit, which speaker do you think gave a better informative presentation? Utilize the information you have learned to defend your response. Next, locate an informative presentation on YouTube that uses visual aids. Watch it and critique the organization, delivery, and usage of visual aids. ***Please include the link to the YouTube video you watched in the response.
5. What is the purpose of the opening and a closing of a presentation? Give examples of the types of attention devices a speaker could utilize. Explain what each speaker did for an attention device in the sample videos you watched on Blackboard or the personal one you selected. Lasts, why do transitions help an audience during a presentation?
Criteria Grading TESTS
All work must be typed, 12 point font utilizing either MLA or APA style format.
9-10 EXCELLENT: Information presented is well organized and developed without grammar or punctuation errors. It reflects a thoughtful, detailed analysis of the individual’s position and the specified required elements listed for the assignment. Answer reflects readings and research.
8-7 GOOD: Information presented is organized but may lack developed areas of the specified required elements listed for the assignment. The information is clearly organized but contains a few grammar and punctuation errors. Answer reflects readings and research.
6-5 AVERAGE: Information presented is average in organization and development with frequent grammar and punctuation errors. It reflects an average analysis of the individual’s position and the specified required elements listed for the assignment. The writer simply lists information or even misses some of the required elements while barely summarizing their viewpoint. Answer reflects little support from readings and research.
4-3 FAIR: Information presented is poorly organized and lacks adequate development. It is difficult to process with frequent grammar and punctuation errors. It reflects little attention to the analysis of the individual’s position and the specified required elements listed for the assignment. Reflection and research is not addr ...
Dear students get fully solved SMU MBA Fall 2014 assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxgertrudebellgrove
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxShiraPrater50
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T ...
Click the link above to submit this assignment.Assignment .docxbartholomeocoombs
Click the link above to submit this assignment.
Assignment 3: How Can We Stop Bullying / Cyberbullying Now?
Due Week 10 and worth 260 points
Per the text and assigned course readings, bullying in general and cyberbullying in particular are
ongoing issues which many students today experience, often with tragic consequences. As an
educator, one important job you will have is to develop safeguards against bullying in your
classroom.
Imagine that you are asked to give a presentation at a conference on a K-12 public school teacher who
is preparing to cover the topic of bullying and cyberbullying in your class. To prepare for the
presentation, you first have to do some research on your topic.
Write a five to seven (5-7) page paper in which you:
1. Define the terms “bullying” and “cyberbullying”, and specify the main difference(s) between
these two terms.
2. Design a lesson which addresses both bullying in general and cyberbullying specifically,
focusing on the following elements:
a. Learning objectives of the lesson
b. Measurement method(s) use to determine student learning and lesson effectiveness
c. Description of lesson type (i.e. lecture, interactive, peer learning activity, etc.)
d. Materials needed for the lesson
e. Costs and funding for the lesson
3. Use at least four (4) peer-reviewed academic resources in this assignment. Note: Wikipedia and
many Websites do not qualify as academic resources. Peer-reviewed academic resources refer
to articles and scholarly journals that are reviewed by a panel of experts or peers in the field.
View this video for more information on obtaining peer-reviewed academic resources through
your Blackboard course shell.
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all
sides; citations and references must follow APA or school-specific format. Check with your
professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s
name, the course title, and the date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Analyze how educational theories and practices impact contemporary issues in education.
• Survey and analyze issues facing the changing demographics of education.
• Evaluate the impact of technological change on contemporary issues in education.
• Use technology and information resources to research contemporary issues in education
Page 1 of 2
1/13/2019https://blackboard.strayer.edu/bbcswebdav/institution/EDU/505/1154/Week10/Week%201...
• Write clearly and concisely about contemporary issues in education using proper writing
mechanics
Grading for this assignment will be based on answer quality, logic/organization of the paper, and
language and writing skills, using the foll.
000_Computer Networking A Top-Down Approach 2016.pdfhuuthido
Sách Mạng Máy Tính-Top down approach-computer Network
Sách Mạng Máy Tính-Top down approach-computer Network
Sách Mạng Máy Tính-Top down approach-computer Network
6/5/2020 Originality Report
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport/ultra?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true 1/12
%21
%20
%1
SafeAssign Originality Report
Cloud Computing - 202040 - CRN174 - Pollak • Final Project
%26Total Score: Medium risk
Santhosh Muthyapu
Submission UUID: 43a98d6d-211b-6de9-9bf1-1de6250058fd
Total Number of Reports
3
Highest Match
43 %
Bibliography.docx
Average Match
26 %
Submitted on
06/05/20
11:46 AM EDT
Average Word Count
816
Highest: CLOUDMISCONFIGURATION.pptx
%43Attachment 1
Global database (3)
Student paper Student paper Student paper
Institutional database (1)
Student paper
Internet (1)
fiids
Top sources (3)
Excluded sources (0)
View Originality Report - Old Design
Word Count: 193
Bibliography.docx
1 5 3
2
4
2 Student paper 1 Student paper 5 Student paper
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true&force=true
6/5/2020 Originality Report
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport/ultra?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true 2/12
Source Matches (6)
Student paper 83%
Student paper 92%
Student paper 94%
Student paper 81%
Bibliography: Baset, S., Suneja, S., Bila, N., Tuncer, O., & Isci, C. (2017). Usable declarative configuration specification and validation for applications, systems, and cloud.
Proceedings of the 18th ACM/IFIP/USENIX Middleware Conference on Industrial Track - Middleware ’17. https://doi.org/10.1145/3154448.3154453
Berger, S., Garion, S., Moatti, Y., Naor, D., Pendarakis, D., Shulman-Peleg, A., Rao, J. R., Valdez, E., & Weinsberg, Y. (2016). Security intelligence for cloud management
infrastructures. IBM Journal of Research and Development, 60(4), 11:1–11:13. https://doi.org/10.1147/JRD.2016.2572462
Duncan, R. (2020). A multi-cloud world requires a multi-cloud security approach. Computer Fraud & Security, 2020(5), 11–12. https://doi.org/10.1016/S1361-3723(20)30052-X
January 15, S. P. on, & 2020. (2020, January 15). Cloud Misconfigurations: The Security Problem Coming From Inside IT. Security Boulevard.
https://securityboulevard.com/2020/01/cloud-misconfigurations-the-security-problem-coming-from-inside-it/ Torkura, K. A., Sukmana, M. I. H., Strauss, T., Graupner, H., Cheng, F.,
& Meinel, C. (2018, November 1). CSBAuditor: Proactive Security Risk Analysis for Cloud Storage Broker Systems. IEEE Xplore. https://doi.org/10.1109/NCA.2018.8548329
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2 2
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1
Student paper
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware ’17.
https://doi.org/10.1145/3154448.3154453
Original source
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware '17
doi:10.1145/3.
61Identify the case study you selected. Explain whether the.docxBHANU281672
6:1
Identify the case study you selected. Explain whether the primary offender demonstrates features of a disciplined psychopath or an undisciplined psychopath. Provide examples to support your conclusion. Explain how these features differ from those displayed by individuals with antisocial personalities or narcissism. Explain the challenges a forensic psychology professional might have working with individuals with antisocial personality disorder or psychopathy.
Support your post with references to the Learning Resources and other academic sources.
Case Study #1
FPSY 6201 Psychological Aspects of Violent Crime Week 6 Case Studies
Paul is a 31-year-old man who was recently arrested for shooting a store manager during a robbery. He has a history of aggression and violating the law, including burglary, robbery, assault, and numerous drug charges. He is a high school dropout and has never been able to hold a job. When he first meets someone, he can come across as engaging, funny, and charming. He has been in numerous relationships; however, in those relationships he was emotionally detached and parasitic, as well as verbally and physically abusive. He has a volatile temperament and no sense of obligation or responsibility to anyone. His crimes often display a complete lack of empathy for his victims.
.
60CHAPTER THREEconsistent with the so-called performative app.docxBHANU281672
60 CHAPTER THREE
consistent with the so-called performative approach in social studies (K,apchan, 1995; Schechner, 2002; Warren 2001). According to this approach, to perform is to carry something into effect; hence, intercultural communication can be viewed as a process of carrying meaning, or cultural identity, as such, into effect.
When we speak of performativity or performance in intercultural communi cation, we must remember that "performance is the manifestation of performa tivity. This is to say, performativity refers to the reiterative process of becoming, while performance refers to the materialization of that process-the individual acts by human players in the world" (Warren, 2001: 106; boldface added)
The performative approach suggests that intercultural communication is per formed, like music. There are a variety of verbal and nonverbal elements (notes), with which people create various language games (music). Some games are quite simple (a routine greeting), while others are more complex (business negotia tions). In all cases, though, meanings are performed; that is, they are created and re-created in the process of interaction. People perform various activities repeat edly, and through repetition these movements become symbolic resources making up cultural identity. In intercultural interactions, to use Nietzsche's expression, "the deed is everything" (quoted in Butler, 1990: 25).
,11
I
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I
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I,
Introducing the Performativity Principle
Looking at intercultural communication as performance, we will formulate our third principle of intercultural communication: the Perfo.rmativity Principle. There are three parts to this principle, and each deals with intercultural communication as creating and enacting meaning in the process of interaction. First, we will dis cuss the dramaturgy of intercultural performativity, or how people move from rules to roles. Next, we will present intercultural communication as a reiterative process. Finally, we will show the structure of intercultural communication as per formance. We will discuss each part separately and then formulate the Performa tivity Principle as a whole.
The Dramaturgy of Performativity:
From Rules to Roles
Communication as Drama. When people communicate with one another, they try to reach their goals by using various language means. Every act of com munication is a performance whereby people lace each other (either literally or in a mediated fashion, such as via the telephone or the Internet) and, as if on stage, present themselves-their very identities-dramatically to each other.
The theatrical or dramaturgical metaphor for communication does not sug
gest that people perform actions according to predetermined scripts or that per formances are insincere and deceitful. Nor does the theatrical metaphor suggest that people think of themselves as actors, always conscious of performing on stage. What the dramaturgical view of performativity states.
6 pagesThe following sections are in the final consulting .docxBHANU281672
6 pages
The following sections are in the final consulting report: Introduction to the Organization and Entry, Informal Data Collection, Microdiagnosis, and Contracting. Begin composing these sections in a document of 6–9 pages, not including the title page, table of contents, or reference list. Address the following elements:
Introduction to the Organization
Type of organization
Description of and information about the organization (e.g., review Web sites, press, and published documents)
Number of employees or key members
The opportunities that were initially identified or issues the organization faces
Entry, Informal Data Collection, Microdiagnosis, Contracting
Description of the issue or opportunity that served as a starting point for your work with the client
The process of diagnosing the problem and the agreed-upon objectives
The process you used to reach an agreement with the organization
.
600 words needed1. What do we mean by the New Public Administr.docxBHANU281672
600 words needed
1. What do we mean by the New Public Administration? Relatedly, but distictively,
2. what is meant by the New Public Management?
3. How are they related?
4. How has the advent of digital technology helped inspire new emphases on efficiency on the public sector?
.
6 peer responses due in 24 hours Each set of 2 responses wil.docxBHANU281672
6 peer responses due in 24 hours
Each set of 2 responses will have its own instructions.
Respond to at least two of your classmates
TAMMY’S POST:
The differences between mandatory, aspirational, principle and virtue ethics are paramount to ethical practice. The comprehension and implementation of the spheres of each allow for adhesion to policy and a sense of professionalism.
"General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose". (American Psychological Association, 2017)
The literature and the doctrine parameters cause uncertainty due to the conflictual environment and obligations. Questions of conflict about perceptual tension, as an example in
Professional ethics in interdisciplinary collaboratives: Zeal, paternalism, and mandated reporting
(2006) are between an attorney's zeal or client autonomy within the judicial system relationships in contrast to the Social Services scope of interests of humanity and social justice. Since the adaption of roles and environments tend to adjust, concern if responsibility sways in the contention of the differences. Social services render a larger and more diverse "moral community" and their sustainability stemming from virtue. The judicial system attends to the political policy and rules governing lawful adherence versus deviance. Another spectrum is mandatory reporting obligations which are said to be more profound when ethics pursue and in the collaboration still clash. An issue is an act of ethics versus the 'command' according to an agency (Anderson, Barenberg, & Tremblay, 2006. p. 663).
The differences between principle ethics and virtue ethics
The general principles of the APA are considered aspirational. Simultaneously, therapists, psychologists, and psychiatrists, and similar social services are mandated in the ethical codes of conduct to act in the betterment and safety of others, especially those deemed incompetent or incapacitated to do so.
The difference between principle ethics and virtue ethics splits by social normative and subjectivity. Social normative are more definite by culture but still universal and often mandatory. For instance, law-abiding and humane acts from avoiding reckless driving, speeding, or operating under the influence of obligatory care of the elderly, a child, or the disability are mandatory. Virtue ethics are less objective and more diverse to demographics and ethnography. Like integrity, it is a matter of right and wrong based on habits, behaviors rooted in one's upbringing. For example, seeing someone drop money instead of keeping it is returned to the person seen dropping it. Another.
6 page paper onWhat is second language acquisition and why is .docxBHANU281672
6 page paper on
What is second language acquisition and why is it important? The disadvantages of not learning a second language. The benefits of being bilingual and multilingual. When is the best time to learn a second language and why? Why is it important to learn a second language at a younger age rather than an older age?
3 reliable sources.
.
600 Words1) Specify some of the ways in which human resource m.docxBHANU281672
600 Words
1) Specify some of the ways in which human resource management differs significantly in the public sector from the private sector?
2) Specify some of the ways in which all public managers are involved in the areas human resource management?
3) In recent times, organizations have been devoting an increasing amount of the organization's resources toward human resources. This is particularly true in areas such as technical and social training, dispute resolution, and the like. Why do you think this is?
4) What are some of the ways that human resource managers operating in local government agencies (i.e. municipal, county, school districts, and so forth) are addressing the skills shortages caused by massive generational retirements in the public sector?
source
http://www.jstor.org.proxy.li.suu.edu:2048/stable/20447680
.
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Running head: Data MINING 1
Data MINING 8
Data Mining
Student: Avinash Kustagi
University of Cumberlands
Course Name: Business Intelligence
Course number: ITS-531
Professor: Dr. Abiodun Adeleke
05/29/2020
Data mining can be explained as the method to interpret information and hypothesis from large knowledge and data collections like databases or data warehouses.
Data mining popularity is increasing rapidly right now in the world. It is slowly becoming one of the most desired fields of work in the world right now. Data plays a
very big role in developing and shaping a business. It is because of Data mining that an organization comes to know more about what the market has demand for and
what their customers prefer and what they absolutely dislike. Data mining has proven to be extremely helpful in making valuable and important business decisions.
As described in the article” Business data mining — a machine learning perspective”, data mining has become an integral part of business development (Bose &
Mahapatra, 2001). Data mining has several applications in different fields of life. It is used in the field of finance, television industry, education, retail industry, and
telecommunication industry. Data mining is very valuable in the field of finance. Data mining help in data analysis to find a result in loan prediction. It gives an analysis
of the customer’s credit history and fraud detection (Valcheva, n.d.). It also assists in determining the previous money laundering trends and deduces a conclusion
about any unusual patterns in a credit history. It also assists in helping develop targeted marketing. In the field of finance, data mining and analysis helps in deducing
conclusion results from the previous trend in markets to determine what fiscal produc.
61520, 256 PMGlobal Innovation and Intellectual Property.docxBHANU281672
6/15/20, 2:56 PMGlobal Innovation and Intellectual Property
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12.1 Innovation as a Tool for Global Growth
LEARNING OBJECTIVE
Identify three types of innovation that can fuel global growth.
Over 93 percent of global executives rate innovation as a key driver of organic global growth. More importantly, research
shows that around 85 percent of a company's productivity gains are related to R&D and other innovation-related
investments.
Innovation is the commercialization of new invention. However, many innovations do not necessarily build on new
inventions. An invention is a new concept or product that derives from ideas or from scientific research. Innovation, on the
other hand, is the combination of new or existing ideas to create something desired by customers, viable in the
marketplace, and possible with technology (see Figure 12.1).
Figure 12.1Primary components of innovation
The inputs used to innovate could be new inventions or they could be old ideas. For example, Henry Ford didn't invent the
automobile. Karl Benz from Germany did. However, Ford combined scientific management concepts with the automobile
production process to build automobiles more efficiently (Figure 12.2). This innovation built on existing inventions to
usher in a new industry with the scale to meet demand.
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Figure 12.2Innovation in the auto industryCarl Benz of Mercedes Benz invented the automobile (left). Henry Ford of Ford
Motor Company innovated by combining ideas on assembly lines with car production (right).
Most global managers struggle to get people in their companies to innovate. So far, no one has created a formula or model
that reliably leads companies to increased innovation. Some management approaches are helpful, but none is perfect. As
Dr. Brian Junling Li, vice president of Alibaba Group, puts it, “Innovation doesn't come from organized plans. It comes
from our preparedness to deal with the uncertainty of the future.” To understand how global companies can effectively
deal with the uncertainties of the future, we first need to examine the different types of innovation in which companies can
invest.
Three Kinds of Innovation
Different types of innovation have different implications for company growth. Based on those implications, we can
organize innovations into three types: those that improve performance, those that enhance efficiency, and those that create
a market.
Performance-improving innovations replace old products with upgraded models. Often, the improvements in these models
are consistent worldwide. Performance-improving innovations keep a company growing because they provide .
6 Developing Strategic and Operational PlansIngram Publish.docxBHANU281672
6 Developing Strategic and Operational Plans
Ingram Publishing/Thinkstock
To mean well is nothing without to do well.
—Plautus
Trinummus
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify strategy concepts, including the components of organizational strategy; generic strategies; diversi-
fication, integration, and implementation strategies; and blue ocean strategy.
• Describe the use of strategies for large, multiunit organizations, including the use of the Boston Consult-
ing Group matrix to discern strategic implications from the analysis of existing operations, and the use of
product/market expansion strategies and diversification strategies for organizational growth.
• Discuss tactical issues that are relevant to pursuing participation in a managed-care network.
• Delineate the factors that influence the selection of a strategy by an organization.
• Explain how operational plans support strategic plans, and describe how operational plans are developed.
Section 6.1Strategy Concepts
Introduction
After developing a set of objectives for the time period covered by the strategic plan, the strat-
egy necessary for accomplishing those objectives must be formulated. First, planners must
design an overall strategy, and then define the operating details of that strategy as it relates
to providing services, promoting operations, determining locations, and increasing revenue
sources. This chapter introduces the concept of strategy, and describes strategy elements,
approaches to strategy development, and how operational plans support strategic plans.
6.1 Strategy Concepts
The word strategy has been used in a number of ways over the years and especially so in
the context of business. As we discussed in Chapter 2, strategy means leadership and may
be defined as the course of action taken by an organization to achieve its objectives. It is a
description first in general terms and then, in increasingly greater detail, of the activities
the organization will undertake to meet its goals and fulfill its ongoing mission. Strategy
is the catalyst or dynamic element of managing that enables a company to accomplish its
objectives.
Strategy development is both a science and an art, a product of both logic and creativity. The
scientific aspect deals with assembling and allocating the resources necessary to achieve
an organization’s objectives with emphasis on matching organizational strengths with envi-
ronmental opportunities, while working within cost and time constraints. The art of strat-
egy is mainly concerned with the effective use of resources, including motivating people to
make the strategy work, while being sensitive to the environmental forces that may affect
the organization’s performance and maintaining the ability to adapt the HCO to these chang-
ing conditions.
Components of Organizational Strategy
The focus of strategy varies by the planning level: the organizat.
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Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
1
Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
4
Defense-in-Depth and Awareness Techniques
Vikesh Desai
University of Cumberlands
Defense-in-Depth and Awareness Techniques
Awareness is one of the essential aspects in most of the organization, which requires a high magnitude to address comprehensively in all sections.
The depth in defense is more paramount to ensure that the organizations are comprehensively and effectively protect their system from the cyber-
attack activities. The most crucial strategy to deploy is two strategic systems that enhance the high degree of security instead of implementing one
security system. Various organizations have taken into account the defense in depth very crucial. Still, the organizations demanded to incorporate
their awareness through the provision of comprehensive educations to the employees and the workers in the organizations concerning the vital
measures that should be taken into account to curb security issues and develop holistic values taken into account. Most of the organizations are
known not to take the awareness as pressing issues that demand high consideration for the process of protecting and enhancing the security to be
tight. For any organization to protect their system from the cybercrime attack, they need to embrace situational awareness so that they can compre-
hensively develop strategic interventions that enable them to improve and assist in the detection of the up and coming threats as well as the
1
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strengthens that countermeasures the cybercrime activities. To me.
6.2 What protocols comprise TLS6.3 What is the difference.docxBHANU281672
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6.2 What protocols comprise TLS6.3 What is the difference bet.docxBHANU281672
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6-3 Discussion Making DecisionsDiscussion Topic Starts Jun 5, 2.docxBHANU281672
6-3 Discussion: Making Decisions
Discussion Topic
Starts Jun 5, 2021 11:59 PM
View
this interactive discussion scenario
and answer the question(s) posed at the end of the presentation.
A transcript for the video
Interactive Discussion Scenario
is available.
.
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docxBHANU281672
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS..
Guided Response:
Review your classmates’ posts and choose two posts to respond to.
If you choose a peer that selected the same student as you, address the following prompts:
· Discuss how your plans are similar and how they differ.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
If you choose a peer that selected a different student than you, address the following prompts:
· Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
BRITTNEY’S POST:
I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well.
A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The k.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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™
INTRODUCTION TO
JAVA
PROGRAMMING AND
DATA STRUCTURES
COMPREHENSIVE VERSION
Twelfth Edition
2. Y. Daniel Liang
Georgia Southern University
A01_LIAN9966_12_SE_FM.indd 1 28/09/19 3:26 PM
To Samantha, Michael, and Michelle
LLE ISBN
ISBN-10: 0-13-651996-2
ISBN-13: 978-0-13-651996-6
SE
ISBN-10: 0-13-652023-5
ISBN-13: 978-0-13-652023-8
Microsoft and/or its respective suppliers make no
representations about the suitability of the information
contained
in the documents and related graphics published as part of the
services for any purpose. All such documents and
related graphics are provided “as is” without warranty of any
kind. Microsoft and/or its respective suppliers hereby
disclaim all warranties and conditions with regard to this
information, including all warranties and conditions of
merchantability, whether express, implied or statutory, fitness
for a particular purpose, title and non-infringement.
In no event shall Microsoft and/or its respective suppliers be
liable for any special, indirect or consequential
damages or any damages whatsoever resulting from loss of use,
data or profits, whether in an action of contract,
negligence or other tortious action, arising out of or in
connection with the use or performance of information
available from the services.
4. property of their respective owners, and any references to third-
party trademarks, logos, icons, or other trade dress
are for demonstrative or descriptive purposes only. Such
references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson’s products
by the owners of such marks, or any relationship
between the owner and Pearson Education, Inc., or its affiliates,
authors, licensees, or distributors.
Library of Congress Cataloging-in-Publication Data
Names: Liang, Y. Daniel, author.
Title: Java programming and data structures / Y. Daniel Liang,
Georgia
Southern University.
Other titles: Introduction to Java programming and data
structures
Description: Twelfth edition. Comprehensive version |
Hoboken, NJ :
Pearson, 2019. | Revised edition of: Introduction to Java
programming
and data structures / Y. Daniel Liang, Georgia Southern
University. Eleventh edition. Comprehensive version. 2018.
| Includes
bibliographical references and index.
Identifiers: LCCN 2019038073 | ISBN 9780136520238
(paperback)
Subjects: LCSH: Java (Computer program language)
Classification: LCC QA76.73.J38 L52 2019 | DDC 005.13/3–
dc23
LC record available at https://lccn.loc.gov/2019038073
ScoutAutomatedPrintCode
A01_LIAN9966_12_SE_FM.indd 2 28/09/19 3:26 PM
5. iii
Dear Reader,
Many of you have provided feedback on earlier editions of this
book, and your comments and
suggestions have greatly improved the book. This edition has
been substantially enhanced in
presentation, organization, examples, exercises, and
supplements.
The book is fundamentals first by introducing basic
programming concepts and techniques
before designing custom classes. The fundamental concepts and
techniques of selection
statements, loops, methods, and arrays are the foundation for
programming. Building this
strong foundation prepares students to learn object-oriented
programming and advanced Java
programming.
This book teaches programming in a problem-driven way that
focuses on problem solv-
ing rather than syntax. We make introductory programming
interesting by using thought-
provoking problems in a broad context. The central thread of
early chapters is on problem
solving. Appropriate syntax and library are introduced to enable
readers to write programs for
solving the problems. To support the teaching of programming
in a problem-driven way, the
book provides a wide variety of problems at various levels of
difficulty to motivate students.
To appeal to students in all majors, the problems cover many
6. application areas, including
math, science, business, financial, gaming, animation, and
multimedia.
The book seamlessly integrates programming, data structures,
and algorithms into one text.
It employs a practical approach to teach data structures. We
first introduce how to use various
data structures to develop efficient algorithms, and then show
how to implement these data
structures. Through implementation, students gain a deep
understanding on the efficiency of
data structures and on how and when to use certain data
structures. Finally, we design and
implement custom data structures for trees and graphs.
The book is widely used in the introductory programming, data
structures, and algorithms
courses in the universities around the world. This
comprehensive version covers fundamen-
tals of programming, object-oriented programming, GUI
programming, data structures, algo-
rithms, concurrency, networking, database, and Web
programming. It is designed to prepare
students to become proficient Java programmers. A brief
version (Introduction to Java Pro-
gramming, Brief Version, Twelfth Edition) is available for a
first course on programming,
commonly known as CS1. The brief version contains the first 18
chapters of the comprehen-
sive version. An AP version of the book is also available for
high school students taking an
AP Computer Science course.
The best way to teach programming is by example, and the only
way to learn programming
7. is by doing. Basic concepts are explained by example and a
large number of exercises with
various levels of difficulty are provided for students to practice.
For our programming courses,
we assign programming exercises after each lecture.
Our goal is to produce a text that teaches problem solving and
programming in a broad
context using a wide variety of interesting examples. If you
have any comments on and
suggestions for improving the book, please email me.
Sincerely,
Y. Daniel Liang
[email protected]
www.pearsonhighered.com/liang
fundamentals-first
problem-driven
data structures
comprehensive version
brief version
AP Computer Science
examples and exercises
PREFACE
A01_LIAN9966_12_SE_FM.indd 3 28/09/19 3:26 PM
8. iv Prefa ce
ACM/IEEE Curricular 2013 and ABET
Course Assessment
The new ACM/IEEE Computer Science Curricular 2013 defines
the Body of Knowledge
organized into 18 Knowledge Areas. To help instructors design
the courses based on this
book, we provide sample syllabi to identify the Knowledge
Areas and Knowledge Units.
The sample syllabi are for a three semester course sequence
and serve as an example for
institutional customization. The sample syllabi are accessible
from the Instructor Resource
Website.
Many of our users are from the ABET-accredited programs. A
key component of the
ABET accreditation is to identify the weakness through
continuous course assessment
against the course outcomes. We provide sample course
outcomes for the courses and sam-
ple exams for measuring course outcomes on the Instructor
Resource Website.
What’s New in This Edition?
This edition is completely revised in every detail to enhance
clarity, presentation, content,
examples, and exercises. The major improvements are as
follows:
■■ Updated to Java 9, 10, and 11. Examples are improved and
simplified by using the new
features in Java 9, 10, 11.
9. ■■ The GUI chapters are updated to JavaFX 11. The examples
are revised. The user interfaces
in the examples and exercises are now resizable and displayed
in the center of the window.
■■ More examples and exercises in the data structures chapters
use Lambda expressions to
simplify coding.
■■ Both Comparable and Comparator are used to compare
elements in Heap, Priority-
Queue, BST, and AVLTree. This is consistent with the Java API
and is more useful and
flexible.
■■ String matching algorithms are introduced in Chapter 22.
■■ VideoNotes are updated.
■■ Provided additional exercises not printed in the book. These
exercises are available for
instructors only.
Please visit www.pearsonhighered.com/liang for a complete list
of new features as well as
correlations to the previous edition.
Pedagogical Features
The book uses the following elements to help students get the
most from the material:
■■ The Objectives at the beginni ng of each chapter list what
students should learn from
the chapter. This will help them determine whether they have
met the objectives after
completing the chapter.
10. ■■ The Introduction opens the discussion with a thought-
provoking question to motivate the
reader to delve into the chapter.
■■ Key Points highlight the important concepts covered in each
section.
■■ Check Points provide review questions to help students track
their progress as they read
through the chapter and evaluate their learning.
A01_LIAN9966_12_SE_FM.indd 4 28/09/19 3:26 PM
Preface v
■■ Problems and Case Studies, carefully chosen and presented
in an easy-to-follow style,
teach problem solving and programming concepts. The book
uses many small, simple, and
stimulating examples to demonstrate important ideas.
■■ The Chapter Summary reviews the important subjects that
students should understand
and remember. It helps them reinforce the key concepts they
have learned in the chapter.
■■ Quizzes are accessible online, grouped by sections, for
students to do self-test on
programming concepts and techniques.
■■ Programming Exercises are grouped by sections to provide
students with opportunities
to apply the new skills they have learned on their own. The
11. level of difficulty is rated as
easy (no asterisk), moderate (*), hard (**), or challenging
(***). The trick of learning
programming is practice, practice, and practice. To that end, the
book provides a great
many exercises. Additionally, more than 200 programming
exercises with solutions are
provided to the instructors on the Instructor Resource Website.
These exercises are not
printed in the text.
■■ Notes, Tips, Cautions, and Design Guides are inserted
throughout the text to offer
valuable advice and insight on important aspects of program
development.
Note
Provides additional information on the subject and reinforces
important concepts.
Tip
Teaches good programming style and practice.
Caution
Helps students steer away from the pitfalls of programming
errors.
Design Guide
Provides guidelines for designing programs.
Flexible Chapter Orderings
The book is designed to provide flexible chapter orderings to
enable GUI, exception handling,
recursion, generics, and the Java Collections Framework to be
covered earlier or later.
The diagram on the next page shows the chapter dependencies.
12. Organization of the Book
The chapters can be grouped into five parts that, taken together,
form a comprehensive intro-
duction to Java programming, data structures and algorithms ,
and database and Web pro-
gramming. Because knowledge is cumulative, the early chapters
provide the conceptual basis
for understanding programming and guide students through
simple examples and exercises;
subsequent chapters progressively present Java programming in
detail, culminating with the
development of comprehensive Java applications. The
appendixes contain a mixed bag of
topics, including an introduction to number systems, bitwise
operations, regular expressions,
and enumerated types.
A01_LIAN9966_12_SE_FM.indd 5 28/09/19 3:26 PM
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vi Preface
A01_LIAN9966_12_SE_FM.indd 6 28/09/19 3:27 PM
Part I: Fundamentals of Programming (Chapters 1–8)
The first part of the book is a stepping stone, preparing you to
embark on the journey of
learning Java. You will begin to learn about Java (Chapter 1)
and fundamental programming
techniques with primitive data types, variables, constants,
assignments, expressions, and operators
( Chapter 2), selection statements (Chapter 3), mathematical
functions, characters, and strings
(Chapter 4), loops (Chapter 5), methods (Chapter 6), and arrays
(Chapters 7–8). After Chapter 7,
60. you can jump to Chapter 18 to learn how to write recursive
methods for solving inherently
recursive problems.
Part II: Object-Oriented Programming (Chapters 9–13, and 17)
This part introduces object-oriented programming. Java is an
object-oriented program-
ming language that uses abstraction, encapsulation, inheritance,
and polymorphism to pro-
vide great flexibility, modularity, and reusability in developing
software. You will learn
programming with objects and classes (Chapters 9–10), class
inheritance (Chapter 11),
polymorphism ( Chapter 11), exception handling (Chapter 12),
abstract classes (Chapter
13), and interfaces (Chapter 13). Text I/O is introduced in
Chapter 12 and binary I/O is
discussed in Chapter 17.
Part III: GUI Programming (Chapters 14–16 and Bonus Chapter
31)
JavaFX is a new framework for developing Java GUI programs.
It is not only useful for
developing GUI programs, but also an excellent pedagogical
tool for learning object-oriented
programming. This part introduces Java GUI programming
using JavaFX in Chapters 14–16.
Major topics include GUI basics (Chapter 14), container panes
(Chapter 14), drawing shapes
(Chapter 14), event-driven programming (Chapter 15),
animations (Chapter 15), and GUI
controls (Chapter 16), and playing audio and video (Chapter
16). You will learn the architecture
of JavaFX GUI programming and use the controls, shapes,
61. panes, image, and video to develop
useful applications. Chapter 31 covers advanced features in
JavaFX.
Part IV: Data Structures and Algorithms (Chapters 18–30 and
Bonus Chapters 42–43)
This part covers the main subjects in a typical data structures
and algorithms course. Chapter 18
introduces recursion to write methods for solving inherently
recursive problems. Chapter 19 presents
how generics can improve software reliability. Chapters 20 and
21 introduce the Java Collection
Framework, which defines a set of useful API for data
structures. Chapter 22 discusses measur-
ing algorithm efficiency in order to choose an appropriate
algorithm for applications. Chapter 23
describes classic sorting algorithms. You will learn how to
implement several classic data struc-
tures lists, queues, and priority queues in Chapter 24. Chapters
25 and 26 introduce binary search
trees and AVL trees. Chapter 27 presents hashing and
implementing maps and sets using hashing.
Chapters 28 and 29 introduce graph applications. Chapter 30
introduces aggregate operations for
collection streams. The 2-4 trees, B-trees, and red-black trees
are covered in Bonus Chapters 42–43.
Part V: Advanced Java Programming (Chapters 32-41, 44)
This part of the book is devoted to advanced Java programming.
Chapter 32 treats the use of
multithreading to make programs more responsive and
interactive and introduces parallel pro-
gramming. Chapter 33 discusses how to write programs that talk
with each other from different
62. hosts over the Internet. Chapter 34 introduces the use of Java to
develop database projects.
Chapter 35 delves into advanced Java database programming.
Chapter 36 covers the use of
internationalization support to develop projects for international
audiences. Chapters 37 and
38 introduce how to use Java servlets and JavaServer Pages to
generate dynamic content from
Web servers. Chapter 39 introduces modern Web application
development using JavaServer
Faces. Chapter 40 introduces remote method invocation and
Chapter 41 discusses Web ser-
vices. Chapter 44 introduces testing Java programs using JUnit.
Preface vii
A01_LIAN9966_12_SE_FM.indd 7 28/09/19 3:27 PM
Appendixes
This part of the book covers a mixed bag of topics. Appendix A
lists Java keywords. Appendix B
gives tables of ASCII characters and their associated codes in
decimal and in hex. Appen-
dix C shows the operator precedence. Appendix D summarizes
Java modifiers and their usage.
Appendix E discusses special floating-point values. Appendix F
introduces number systems and
conversions among binary, decimal, and hex numbers. Finally,
Appendix G introduces bitwise
operations. Appendix H introduces regular expressions.
Appendix I covers enumerated types.
Java Development Tools
63. You can use a text editor, such as the Windows Notepad or
WordPad, to create Java programs
and to compile and run the programs from the command
window. You can also use a Java
development tool, such as NetBeans or Eclipse. These tools
support an integrated develop-
ment environment (IDE) for developing Java programs quickly.
Editing, compiling, building,
executing, and debugging programs are integrated in one
graphical user interface. Using these
tools effectively can greatly increase your programming
productivity. NetBeans and Eclipse
are easy to use if you follow the tutorials. Tutorials on
NetBeans and Eclipse can be found in
the supplements on the Companion Website
www.pearsonhighered.com/liang.
Student Resource Website
The Student Resource Website
(www.pearsonhighered.com/liang) contains the following
resources:
■■ Answers to CheckPoint questions
■■
Solution
s to majority of even-numbered programming exercises
■■ Source code for the examples in the book
64. ■■ Interactive quiz (organized by sections for each chapter)
■■ Supplements
■■ Debugging tips
■■ Video notes
■■ Algorithm animations
■■ Errata
Supplements
The text covers the essential subjects. The supplements extend
the text to introduce additional
topics that might be of interest to readers. The supplements are
available from the Companion
Website.
Instructor Resource Website
The Instructor Resource Website, accessible from
www.pearsonhighered.com/liang, contains the
following resources:
■■ Microsoft PowerPoint slides with interactive buttons to view