Hi, This is a group project i only need to complete the following,
5. Project scope
6. Risk management and minimization plan
7. Resourcing plan
8. Stakeholder engagement and communication plan
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Compare and contrast The great Gatsby to Fitzgeralds other novels
Follow the requirement and please the same form as the example
Instruction files
kosack_wp.pdf(624,24 KiB)
referee_report.pdf(57,10 KiB)
Around about 100-150 words thnaks. Basically just summaries and give your personal beliefs towards the each article thanks. Also 2 references for each thanks.
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The assignment is for Management of Information Systems and Business Analysis
The class is on business systems
Please, see attached
Choose 1 of from 2 assignments (only one assignment from two should be written)- (I do have options between two assignments. The other is Entity-Relationship Modeling. SO if she is better at that. I can send that one over. I don\’t care which one get done.) – let us know which one you\’ve choose
CRUD Marix file for the second choice
2 pages
There is the grading and assignment rubric attached
please cite 2 sources
if there is trouble with two sources, one could be the linked open.otr.usm link
http://ocean.otr.usm.edu/~w300778/is-doctor/pubpdf/sc2008.pdf – also attached
use scholarly sources.
all the necessary instructions and information will attach to the file section
Abstract and Introduction
A1) Abstract: A clearly stated aim for the experiment) (2), how aims were achieved (sub experiments summarised) (2) and what the final results were (2)
I1) Definition of voltage, current and resistance (3). Description of series and parallel circuits (4). Explanation of how voltage and current varies in series and parallel circuit (4). Description of Kirchhoffs 1st law (2) and 2nd law (2). Description Ohms law (2) including the equation (2).
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Method
M1) Original correctly labelled (3) diagrams of the experimental set ups (3).
M2) An original account of each of the procedures written as a paragraph (4) and in the 3rd person and past tense (2).
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Results
Series Circuits
R1a) Table of nominal resistance against measured resistance including % difference (2). (Calculations shown in Appendix). Table includes units (1) and correct value for total measured and calculated resistance (calculations shown in Appendix).
R2a) Table of measured value of V, I and R including % difference (2). (Calculations shown in Appendix). Table includes units (1) R1b) Correctly calculated values for the potential difference across each resistor. (Calculations using Ohms law shown in the appendix).
Parallel Circuits
R3) Table of measured value of V, I and R and calculated values for V, I and R (3). (Calculations shown in Appendix).
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Foundation Engineering Science
Discussion
Conclusion
Series circuits
D1) Based on the results, comments on the relationship between V, I and R in a series circuit (3). Does this agree with the theory (2)?
D2) Discussion of the percentage difference between the total nominal resistances and total measured resistances (3). Explanation of the reasons for any difference between the total nominal resistances and total measured resistances (2).
D3) Comments on the value of the measured potential difference across each resistance compared to the calculated p.d across each resistor (3). Discussion of the reasons for any difference between the theoretical (calculated) values and measured values of VS and I in series circuit (4).
Parallel circuits
D4) Bases on the results, comment on the relation between the measured V and I in a parallel circuit (3). Does this agree with the theory (2)?
D5) Comments on the value of the total measured resistance compared to the calculated total resistance (3). Discussion of the reasons for any difference between the theoretical (calculated) values and measured values of V and I (4).
D6) Improvements to the method in order to gain a more accurate/precise result (4).
C1) A summary of what was found (6):
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References and Appendix
Ref) Correct reference section (1). Correctly cited in text (1). App1) Calculations for table R1 (3). App2) Calculations for table R2 (4). App3) Calculations for table R3 (4).
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Presentation
Pres) All word processed, graphs drawn in Excel, clearly structured (1).
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Instruction files
_e2.pdf(730,88 KiB)
e2_marcking_scheme_.pdf(64,60 KiB)
Based on the pd f file and the financials you can have to fill the excel report.
Remember, respond individually to the questions in this post.
Functional Assessment and Treatment Questions
Moran, D.J., & Maillot, R.W. (Eds.; 2004). Evidence-based educational methods. San Diego: Elsevier Academic Press.
1. Haley(2012) discusses several reasons often given for not conducting a functional analysis (FA).
(a) Pick three reasons personally that would likely prevent or have prevented conducting an FA.
(b) If you decided to not conduct a FA, what other options do you have for determining a function of a behavior?
2. Not much has been published about the hypothesis-driven model of problem behavior (Rep, Felice, Barton, 1998) discussed in teh Carr (1994) article since it was written. However, for some cases, it seems particularly well-suited. In fact, there are many cases to suggest that just because you conduct an FA does not mean that you have conclusively determined the function of a behavior(s). What you can say is that for the environmental variables you have introduced and controlled for, and under a certain type of conditions which a function was tested, that it appears that \”x\” is a function of \”y\”. Which is why Carr, and any good behavior analyst, recommends making sure you \”get it right\” when you initially do your indirect assessment. Because if the context isn\’t right, you may not have the correct discriminate stimuli, motivating operations, or schedule of reinforcement to occasion the behavior in an analogue setting (i.e. clinic, classroom) as it naturally occurs.
(a) What do you think are some of the problems of using the hypothesis-driven model as a mode of assessment for making conclusions about function(s) of a behavior?
3. Tiger, Hanley, Bruzek (2008) provide summary recommendations for conducting FCT. In the clinic, training a functoinal communicatoin response (FCR) as part of FCT is relativley easy (the hard part is thinning the schedule of reinforcement!). Often it is easy because in a clinic you control the variables (i.e. when they are introduced, their form, etc.)
(a) Given some of the details, give some thought to and name three obstacles that you think would be most problematic when conducting FCT in a natural environment setting (i.e. home, home-classroom, work, etc.).
I have done a presentation on this topic of ethical dilemmas of eliminating mosquitos in Africa due to the fact that fish support livelihood of 3% of Africans and 2% of economy as well as source of good for the people. Now I need ideas writing an essay on the direct consequences of this elimination, the stake holders abs people affected, and possible solutions or alternative(s). The disease carried by mosquitos is serious, however we must consider and weigh the ethical nature of eliminating mosquitos and its impact on the African economy and people as its egg larva are a primary source for fish. Am focusing on ethical issues of this topic with support by research, not drawing a conclusion just presenting a compelling argument that this is highly ethical problem with myriad of consequences.
My current sources and you could add another good one possibly: 1. Taylor, B., & Williams, H. (2016, January 28). How Zika Spreads. Retrieved May 17, 2016, from http://graphics.wsj.com/how-zika-spreads/
2. FAO Doc. No. 1093 at 1-82 (2015). FAO Fisheries and Aquaculture Circular No. 1093 FIPS/C1093 (En)
3. Beisel, U., & Bote, C. (2013). The Flying Public Health Tool: Genetically Modified Mosquitoes and Malaria Control. Science as Culture, 22(1), 38-60. doi:10.1080/09505431.2013.776364
4. Oxitec, Oxitec Research Inst. (2016). More on the science: How does oxitec make genetically modified mosquitoes? Press release. Retrieved from http://www.oxitec.com/oxitec-video/more-on-the-science-how-does-oxitec-make-genetically-modified-mosquitoes/