Education

Education
Briefly describe the course or other adult learning activity that you have selected for your final project in this course. With regard to this course or program, answer the following questions:

How would you address each of the five principles for adult-oriented learning assessment described in Chapter 1 of your text, Assessing Adult Learning in Diverse Settings?
What fundamental knowledge and skills are assumed as prerequisites for this course?
What fundamental knowledge and skills are expected to be learned in this course?

 

Risk and Resilience in a Community Context

Now that you have researched your paper topic and determined the negative outcomes associated with it as well
as identified the risk and protective factors that increase or decrease the odds of the topic occurring (or the odds
of negative outcomes occurring), it is time to apply that knowledge. Thus, for this assignment, you will create
an evidence-based prevention or intervention program to address the topic you focused on in your research
paper. Note: The Program Proposal assignment provides more detailed guidelines for how to develop the
program elements noted below. This assignment is worth 25 points.
A. You will be developing EITHER a prevention or an intervention program (choose one, you do not need to
create both) that addresses your research paper topic. If you choose the prevention option, your program
goal will be to prevent the topic from occurring at all. If you choose the intervention option (best when a
topic is exceptionally difficult to prevent such as poverty, domestic violence, or autism), your program
goals will be to mitigate or prevent the negative outcomes associated with experiencing the topic.
B. Your program should be grounded in a developmental theory or conceptual frameworks (e.g.,
transactional, ecological, cognitive, etc.) and supported with scholarly citations. Your program should be
evidence-based; thus you will draw on the research you reviewed in the paper to identify the risk and
protective factors that will help you achieve your program goals identified in (A).
D. Your program should have a demographically detailed description of the people your program targets
(e.g., male 3- to 5-year-old male children who show signs of early bullying).
E. Your program should review, adapt, and incorporate elements of already existing programs. You will need
to discuss at least two existing programs designed to address your topic that have been empirically
evaluated and shown to be effective. PLEASE NOTE – you are creating an original program that makes
use of already existing program elements, but combines and adds to them in ways that are culturally
competent, theory based, and driven by the research on the risk and protective factors associated with the
topic.
F. Your program should be comprehensive and detailed. Your write-up of your program should include the
following:
(1) an introduction that contains a brief description of the problem, including citing and discussing some
key empirical results and statistics from your paper; hence showing the need for the program. The
intro should conclude with a clear statement of the program goal(s).
(2) a description of the theoretical or conceptual framework that guides and supports your program; it
should be clearly linked to your program and should be supported by a scholarly citation.
(3) a one to two paragraph description of the existing programs addressing your issue that have been
empirically evaluated. The description should include: (a) what the program is/does, how it operates
to address the topic; (b) the results showing what was effective (be specific, focus on program
elements you can adapt for your program; and (c) the strengths and weaknesses of the program
(NOT the research that evaluated the program).
(4) a description of the specific risk and protective factors from your research paper that your program is
designed to reduce and/or enhance. This description should include the research results and citations
from your paper that provide the rationale for choosing these risk and protective factors.
(5) a detailed description of the processes and mechanisms that are designed to help the program
achieve its goals:
(1) describe the mechanisms and processes you will use to reduce or mitigate risk factors– this
description should be clearly based on your adaptation of the program elements
described in (3) but can also include additional processes and mechanisms as long as they
are logical and relevant to the risk factors you have identified.(2) describe the mechanisms and processes you will use promote or provide protective factors –
this description should be clearly based on your adaptation of the program elements
described in (3) but can also include additional processes and mechanisms as long as they
are logical and relevant to the protective factors you have identified.
(3) describe the specific population the program is designed to help – this should be a demographic
description (age, gender, ethnicity, SES, etc.). This description should be supported by
citing/discussing the background statistics and research studies from your paper.
G. Provide a list of references for all the resources discussed in your write-up of the program you designed.
** The paper will need to be submitted to Canvas before class on the due date. Be sure to include a title
and reference page. This assignment should be in paragraph format (not bullet points).Grading Rubric
Introduction – Problem Description (0-4)
0 Points 1 Point 2-3 Points 4 points
No discussion/description of the problem. Vague discussion/description of the
problem and goals; Lacks citations
Clear discussion/description of the
problem; effectively uses statistics or
research from the research paper to
indicate the extent of the problem; has
goals but they are vague
Clear discussion/description of the
problem; effectively uses statistics and
empirical findings from the research paper
to indicate the extent of the problem;
describes a clear set of goals
Description of the Theoretical Model Driving the Program (0-3 Points)
0 points 1 point 2 points 3 points
Does not describe a theoretical model or
conceptual framework.
Vague or general description of a
theoretical model or conceptual framework
Adequate discussion of a theoretical model
or conceptual framework; links the model
to the program.
Comprehensive discussion of a theoretical
model or conceptual framework that is
clearly linked to the program and is
supported by a scholarly citation.
Discussion of Existing Programs (0-4 Points)
0 points 1 point 2-3 points 4 points
Does not review and discuss existing
programs.
Vague or general description of existing
programs. Does not review at least 2
programs; OR describes programs that are
not from scholarly sources.
Adequate discussion of existing programs,
but does not, or only vaguely, analyzes
their strengths and weaknesses; OR
Adequate discussion of existing programs
and their strengths and weaknesses, but
may only have one one empirical
evaluation; OR describes existing
programs and their strengths and
weaknesses, uses scholarly but not
empirical evaluations.
Comprehensive discussion of existing
programs and a rigorous analysis of their
strengths and weaknesses. Has two scholarly
sources that provide empirical evaluations of
the programs
Description of Targeted Risk and Protective Factors (0-4 points)
0-1 Points 2 Points 3 Points 4 Points
Vaguely or minimally describes risk and
protective factors
Generally describes risk and protective
factors and broadly connects them to the
topic being addressed.
Describes specific risk and protective
factors and clearly connects them to the
topic being addressed. May have some
citations.
Comprehensively describes the risk and
protective factors and clearly and
specifically links them to, and uses
research from the paper. Clearly connects
the risk and protective factors to the topic
being addressed.Discussion of Specific Processes and Mechanisms (0-4)
0 Points 1 Points 2-3 Points 4 Points
No description of the processes and
mechanisms that will be used to reduce risk
and increase protective factors. No
description of the population the program is
designed for.
Vague description of the processes and
mechanisms that will be used to reduce risk
and increase protective factors. Broad and
general description of the population the
program is designed for.
Clear and specific description of the
processes and mechanisms that will be used
to reduce risk and increase protective
factors. Indicates they are evidence based by
linking these processes and mechanisms to
the existing programs reviewed above.
Clear description of the population the
program is designed for.
Comprehensive description of the processes
and mechanisms that will be used to reduce
risk and increase protective factors.
Definitively indicates they are evidence based
by specifically linking these processes and
mechanisms to the empirical evaluations of
the existing programs. Clear description of the
population the program is designed for that is
linked to empirical evidence showing why this
population is targeted.
Writing Quality (0-3 Points)
0 Points 1 Point 2 Points 3 Points
Presents information that is disorganized
and very poorly written, full of
grammatical flaws.
Presents information that is moderately
organized and written, with a mix of basic
grammatical flaws.
Presents information that is fairly well
organized, including use of basic headings,
and fairly well written, with few
grammatical flaws. Attempts transitions
between paragraphs and sections.
Presents information that is very clearly
organized, including the use of informative
headings, and is very well written, with
small/no grammatical flaws. Uses effective
transitions between paragraphs and sections
APA Formatting (0-3 Points)
0 Points 1 Point 2 Points 3 Points
Attempts APA format but has significant
errors in formatting both in-text citations
and full references.
Uses APA format but has some citation
errors in both in-text citations and in full
references.
Uses APA format but has minor citation
errors in the in-text citations or in the full
references.
Use APA format correctly and has no
citation or referencing errors.

Diversity in the classroom presentation

 

Create a 10-12 slide digital presentation that demonstrates how diversity affects the lesson planning process.
Include the following:
1. Identify remediation and enrichment diversity considerations.
2. Identify activities that complement the remediation and enrichment considerations.
3. Include descriptions of specific activities the students might complete based on their learning needs. For example, if Johnny has an IEP for ADD, how would you modify the lesson? Or if Susie has mastery of the content based on the pre-learning assessment, what types of enrichment activities would you provide for her? Consider a range of developmentally, culturally, and linguistically appropriate strategies.
4. How you would modify the assessment tool at the end of the lesson in order to evaluate each student’s mastery of the content?
Cite and reference 3-5 scholarly articles. Add to your notebook as necessary.
Include presenter’s notes and a title slide.
While APA format is not required for this assignment, solid academic writing is expected, in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Health Promotion

Health Promotion
Analyze the assessment finding of asthma and discuss the potential health risks associated with it. Using the Healthy People 2020 Topic and

Objectives list of potential health promotion topics, discuss a health promotion teaching tool you are proposing for this patient that will

reduce their risk of complications.
Link –https://www.healthypeople.gov/2020/topics-objectives

Programming

Programming
Continuous Assessment 2
This continuous assessment (CA) comprises 25% of the overall module assessment.
This is an individual exercise and your attention is drawn to the College and University guidelines
on collaboration and plagiarism, which are available from the College website.
Note that both paper (BART) and electronic submissions are required.
This CA tests your knowledge of the programming in Python that we have covered so far. You
may not be able to do all of the exercises initially, but we will cover the necessary material over
the next weeks.
Make sure that you lay your code out so that it is readable and you comment the code appropriately.
Exercises
1 Logistic maps
The logistic map (1) has been created to model growth and death rates of species. It is a fully
deterministic map that depends on a single scalar parameter. If you are interested in knowing
more about the logistic map and its use in various applied sciences, please take a look here:
https://en.wikipedia.org/wiki/Logistic map.
Further studies highlighted the surprising behaviour of the map for specific configurations of its
control parameter. In particular, the series of real values generated with such map can vary from
a perfectly period behaviour (i.e., a series of numbers with very regular behaviour) to a chaotic
series, that is, a series with very disordered, apparently random behaviour. In formulas, the logistic
map reads:
yt+1 = pyt(1 − yt); (1)
where yt 2 [0; 1]; t = 0; 1; : : : ; T, being T > 0 the number of steps, and p is a positive, real-valued
parameter, whose range is limited to the (0; 4] interval (please note that 0 is excluded).
Write a Python program that implements the logistic map (1). Your code should contain a function
called logistic map(initial condition, steps=100, p=3.0) that returns a series and then do
the following:
1. Iterate the map for a given number of times T > 0 by using each of the following parametrizations: p 2 f3:0; 3:4; 3:6785; 3:84; 4g. For each

parametrization, initialize the map with a
random, uniformly distributed number in the unit interval, i.e., y0 2 [0; 1].
2. Plot the obtained series in a nice graph to visualize the differences of the generated series
with respect to the parametrizations taken into account.
HINT: Very nice plotting functionalities are available by importing import matplotlib.pyplot
as plt. You might need to install matplotlib. Please consult the online documentation to findECM1400 Programming Continuous Assessment 2
out how to plot a series of numbers (https://matplotlib.org/users/pyplot tutorial.html) or
take a look at what has been done during the workshops.
Your program should be in a file called logisticmap.py. You should submit:
• A copy of your logisticmap.py program (electronic submission).
• Hardcopy of your logisticmap.py program (paper submission, via BART).
• Hardcopy of the output of your logisticmap.py program and screen shots of the five related
trajectories (paper via BART).
[20 marks]
2 Horizontal visibility graph
A graph is typically described as a pair of vertices (also called nodes) and edges (also called links)
{ see Figure 1 for an example.
Figure 1: A sample graph with five vertices numbered from 0 to 5 and five (undirected) edges
describing their connections.
A graph can be described by a binary, square matrix called adjacency matrix, which we will denote
as A. If the graph possesses n vertices, then A is an n × n binary matrix (note that binary means
that A contains only of 0s and 1s). The adjacency matrix associated to the graph shown in Figure
1 is:
A =
266664
0 0 1 0 1
0 0 1 0 1
1 1 0 0 0
0 0 0 0 1
1 1 0 1 0
377775
(2)
Rows and columns are one-to-one mapped with the vertex identifiers. In our example above, the
first row/column is associated vertex with id 0; the second row/column with the vertex with id 1
and so on. Considering the first row, we notice that there is a 1 at the third and fifth columns of A,
indicating that vertex with id 0 is connected to vertices with id 2 and 4 (as in fact is shown in Figure
1). Each matrix element can be identified by using two indices, say i and j, indexing the rows and
columns of A, respectively. For instance, A[i; j] with i = 0 and j = 4 refers to element located in the
first row and fifth column, that is, 1 in our example above; on the other hand, when i = 1 and j = 3
we are pointing to 0. It is should be easy for you to recognize that such a matrix is symmetric”,
that is, if vertex 0 is connected with 2, then vertex 2 is also connected to 0. If you want to know more
about graphs, please read: https://en.wikipedia.org/wiki/Graph (discrete mathematics)
2ECM1400 Programming Continuous Assessment 2
Figure 2: A sample horizontal visibility graph with 10 vertices corresponding to the 10 numbers
composing the series. Edges connecting the vertices are shown as horizontal black lines with arrows.
A horizontal visibility graph (HVG) is a special type of graph that is used to describe series of
numbers (also called time series in many scientific disciplines). An HVG is associated with a finite
univariate series x = (xt)T t=1 of length T > 0, and is constructed by assigning a vertex/node vt to
each datum xt; t = 1; 2; : : : ; T , in the series. Its adjacency matrix A is computed according to the
following simple rule: two vertices vi and vj, i 6= j are connected by an edge (A[i; j] = 1) if and
only if the corresponding data satisfy
xi; xj > xp; for all i < p < j: (3)
A visual illustration of the above rule in shown in Figure 2, where a series of ten real-valued numbers
in [0; 1] is mapped to its corresponding HVG. Please notice that two adjacent elements on the series
are always assumed to be connected (e.g., the first one is always connected to the second one, the
second one to the third one and so on; see the example in Figure 2). Here, in order to improve
visualization and understanding of the rule, data points (i.e., the vertices of the horizontal visibility
graph) are visualized as vertical bars in red and their edges are shown as horizontal black lines.
A weighted HVG (wHVG) is a regular HVG that instead of having binary edge values, it contains
real values defined as follows:
A[i; j] = 1=q(j − i)2 + (xi − xj)2 2 [0; 1]: (4)
Since self-loops (i.e., edges connecting a vertices with itself) are forbidden in HVGs, edge weights
are always well-defined in Eq. 4. The use of weights permits to capture additional information, as
it accounts for distance along the sequence (j − i) and amplitude differences (xi − xj) of two data
points connected by the visibility rule (3).
Write a Python program implementing what follows:
1. Generate three series of numbers: (1) a monotonically increasing series, (2) an alternating
series, and (3) a sinusoid. For this task, write a function get series(n, stype=0) that takes
two arguments, the first specifying the length of the series and the second one identified the
3ECM1400 Programming Continuous Assessment 2
type of function to generate. The function should return the generated series. A monotonically increasing series of length four is, for

instance, 0, 1, 2, 3. A valid alternating series of
length seven can be defined as follows 1, 0, 1, 0, 1, 0, 1. Finally, a sinusoidal series yt should
be generated according to the following equation:
yt = sin(2π · f · xt=fs);
where sin(·) is the built-in sine function, f specifies the frequency of the sinusoid (in Hertz,
may be float), fs specifies the sampling rate (must be integer), · indicates standard multiplication operation between numbers, and finally, xt

is an integer value going from x0 = 0 to
xT −1 = T − 1 with unitary increments (T as usual denotes the desired length of the series).
In your program, use f = 500 and fs = 10000.
2. Compute horizontal visibility graphs associated to such functions. To this end, write a function horizontal visibility graph(series,

weighted=False) that takes as input a series
of real-valued numbers and returns the adjacency matrix associated to the HVG computed
according to (3). DO NOT use any scientific library for manipulating vectors and matrices,
such as numpy; use only built-in functionalities for constructing adjacency matrices.
HINT: Take a look at the way a list of lists works: it can easily used to implement a (square)
matrix.
3. Print the horizontal visibility graphs associated with the three series on the console as square
matrices. To this end, write a function print hvg(hvg) that takes an adjacency matrix and
prints out each row of the matrix to the console, printing either a space if an element of row is
0, else printing its value. Please, compute and print the weighted edges (weighted adjacency
matrix) only in the alternating function case.
4. Instantiate the logistic map (1) with the previous parametrizations (i.e., f3:0; 3:4; 3:6785; 3:84; 4g)
and construct related horizontal visibility graphs. Create a dictionary associating logistic
map parametrizations and related horizontal visibility graphs. To this end, write a function process logisticmap(params, steps=100) that returns

a dictionary containing the
aforementioned key/value pairs.
5. In the main of your program, print the key/value pairs in the dictionary by showing the
horizontal visibility graph (without weights) associated to each parametrization of the logistic
map.
Your program should be in a file called hvg.py. You should submit:
• A copy of your hvg.py program (electronic submission).
• Hardcopy of your hvg.py program (paper submission, via BART).
• Hardcopy of the output of your hvg.py program (paper via BART).
[40 marks]
3 Random walks on graphs
Let G be a graph with n vertices. As before, let us denote with A its adjacency matrix, encoding
the links (i.e., the edges) between the vertices of G. A walk in G is a sequence of vertices. For
instance, considering the graph shown in Figure 1, a possible walk of length four is (0; 2; 1; 4; 0)
as the graph G contains those four edges: f0; 2g; f2; 1g; f1; 4g; f4; 0g, allowing to perform the four
steps of the walk. This can be easily verified by visually inspecting the figure or by looking at the
4ECM1400 Programming Continuous Assessment 2
configuration of the 1s in the corresponding adjacency matrix (2). Please notice that (i) as before
vertex identifiers start from 0 and (ii) a walk does not need to start and end at the same vertex as
in the previous example (that’s actually called a cycle).
A random walk in G is walk where the transitions between two vertices are non-deterministic, that
is, they are governed by a probabilistic rule that can be fully inferred from the adjacency matrix.
Such rules of transition between vertices are encoded in another matrix, called transition matrix
T. Following the same example in Figure 1, the transition matrix of the sample graph G is:
T =
266664
0 0 0:5 0 0:5
0 0 0:5 0 0:5
0:5 0:5 0 0 0
0 0 0 0 1:0
0:33 0:33 0 0:33 0
377775
(5)
The transition matrix shown in (5) is easy to interpret. For instance, assuming we start from vertex
0 (corresponding to the first row of T), we have equal chances to moving to either vertex 2 or 4.
Said in other terms, there is a probability equal to 0.5 to transition to vertex 2 and 0.5 toward
vertex 4. The same holds for vertex 1; in fact, first and second rows are equal. On the other hand,
assuming we are in vertex 3, we are forced to deterministically move (i.e., move with probability 1)
toward vertex 4. Please notice that, differently from A in Eq. 2, transition matrices are not always
symmetric!
Each component Tij of the transition matrix (5) can be easily computed as follows:
Tij =
Aij
di ; (6)
where Aij is the related component in the adjacency matrix and di = Pn j=0 −1 Aij is called degree of
the ith vertex. In other terms, the degree of vertex i is given by the number of edges connected to
vertex i.
Now we know how to move around the graph by using the transition matrix. A reasonable question
would be where should we start our random walk?” The answer to such a question is given by
the so-called initial vertex distribution. The initial vertex distribution of a graph with n vertices is
a vector p of n components that encodes the a-priori probability of being in each vertex. Said in
other terms, the first component of p, denoted as p0 or p[0] in Python, contains the probability of
starting our random walk from vertex 0; the second component contains the probability of starting
from vertex with id 1 and so on. Something you should keep in mind is that, being p a distribution
over the vertices, the sum of its components should be 1; take it for granted for now, you will go
back to these things later on, probably during your second/third academic year as undergrad. How
do we compute p? The initial vertex distribution can be easily computed as follows:
pi =
di
Pn j=0 −1 dj : (7)
Everything we said so far is useful to perform the so-called unbiased random walks on graphs, which
is the standard” way to perform random walks. However, it is possible to bias the transitions
toward vertices having a high/low number of incident edges, i.e., with high/low degree. This can
be achieved by means of the so-called biased random walks. The underlying idea remains exactly
5ECM1400 Programming Continuous Assessment 2
the same. We just need to change the way we compute the transition matrix (6) and the initial
vertex distribution (7). Notably, in the biased random walks case, (6) is updated as follows:
Tij =
Aijdα j
Pn k=0 −1 Aikdα k ; (8)
where α is a parameter: when α > 0 we prefer vertices having a large number of edges; whereas
α < 0 indicates preference toward vertices with a low number of edges. When α = 0, it is easy to
understand that (8) becomes equal to (6). Please notice that the notation dα l indicates: the value
dl raised to the power of α. Finally, in the biased random walks case, (7) is updated as follows:
pi =
cidα i
Pn k=0 −1 ckdα k ; (9)
ci =
n−1
X j
=0
Aijdα j : (10)
Write a Python program implementing the following functionalities:
1. Define a function called get graph from series(length=25) that generates a numeric series
of length 25 from the logistic map with 0.1 as initial condition and its controlling parameter
set to 4. Such a function should then compute the horizontal visibility graph associated to
such a series and return its adjacency matrix.
2. Define a function called random walk(adj matrix, steps=1000, biased=False, alpha=1.0)
that allows to perform both standard and biased random walks on graphs encoded in the adjacency matrix passed as argument. Your function should

return a list of visited vertices
(i.e., their numeric identifiers). Perform both unbiased and biased random walks of 200 steps;
α = 5 as bias parameter on the adjacency matrix obtained in Question 3.1.
HINT: Here, you should probably use the choose vertex(probability) downloaded from
the module website. However, please feel free to re-implement the function from scratch if
you prefer.
3. Define a function called print triplets(visited vertices, k=20) that takes a list of visited vertices and prints triplets of them, limiting

this to the first k if there are more than k
to print. For instance, if visited vertices are 0, 1, 2, 3, then your function should print [0,
1, 2], [1, 2, 3]. Print the first 20 triplets from the biased and unbiased random walks
carried out in Question 3.2.
4. Write a function called verify equality(adj matrix) that performs a routine check (i.e., a
sort of debugging). In particular, it should evaluate whether the code you wrote for computing
a biased transition matrix produces a standard, i.e., unbiased transition matrix when α = 0.
5. Write a function that prints histograms of vertex degrees of the generated graph. So, for
example if we assume the following sample adjacency matrix, we would obtain:
>>> a = [[0 , 1, 1], [1, 0, 0], [1, 0, 0]]
>>> print_degree_histogram (a)
Vertex ID 0: **
Vertex ID 1: *
Vertex ID 2: *
Apply this function to the adjacency matrix generated in Question 3.1.
6ECM1400 Programming Continuous Assessment 2
6. Write a function count vertex occurrence(visited vertices) that counts the occurrences
of vertices in a random walk. Such a function should use a dictionary to store only the
occurrences of vertices visited during the random walks. Print the resulting vertex occurrences
for both the biased and unbiased random walks carried out in Question 3.2 and observe the
differences! In the biased case, vertices having high degree should occur much more than in
the unbiased case.
The main of you program should test all such functionalities and produce outputs accordingly.
Your program should be in a file called rw.py. You should submit:
• A copy of your rw.py program (electronic submission).
• Hardcopy of your rw.py program (paper submission, via BART).
• Hardcopy of the output of your rw.py program, (paper via BART).
[40 marks]
[Total 100 marks]
Submitting your work
The CA requires both paper and electronic submissions.
Paper You should submit paper copies of the code and any output for all the other questions to the
Harrison Student Services Office by the deadline of 12:00 Wednesday 15th November,
2017. Markers will not be able to give feedback if you do not submit hardcopies of your code
and marks will be deducted if you fail to do so.
Paper submissions should have the BART cover sheet securely attached to the front and
should be anonymous (that is, the marker should not be able to tell you are from the submission). If this is the first time you have used BART,

please make sure that you understand the
procedure beforehand and leave plenty of time as there are often queues close to the deadline.
Where you are asked for paper copies of the output of your code, please copy and paste the
output from the terminal rather than taking a screenshot, because the screenshot is often
illegible after printing. To cut and paste from a Windows Command window, highlight the
text you want to paste, right click in the Command window, click on Select all”, press Enter,
and past into your document (control-V or from the menu).
Electronic You should submit the files containing the code for each question via the electronic
submission system at http://empslocal.ex.ac.uk/submit/. You should use the category
2017~11~15~ECM1400~LorenzoLivi~CA2. Make sure that your code is in files with the names
specified in the questions. Use zip or rar or tar to compress these into a single file, and
upload this file using the submit system. You must do this by the deadline.
You will be sent an email by the submit system asking you to confirm your submission by
following a link. Your submission is not confirmed until you do this. It is best to do it
straightaway, but there is a few hours leeway after the deadline has passed. It is possible to
unsubmit and resubmit electronic coursework | follow the instructions on the submission
website.
7ECM1400 Programming Continuous Assessment 2
Marking criteria
Work will be marked against the following criteria. Although it varies a bit from question to
question the criteria all have approximately equal weight.
• Does your algorithm correctly solve the problem?
In most of these exercises the algorithm has been described in the question, but not always
in complete detail and some decisions are left to you.
• Does the code correctly implement the algorithm?
Have you written correct code?
• Is the code syntactically correct?
Is your program a legal Python program regardless of whether it implements the algorithm?
• Is the code beautiful or ugly?
Is the implementation clear and efficient or is it unclear and inefficient? Is the code well
structured? Have you made good use of functions?
• Is the code well laid out and commented?
Is there a comment describing what the code does? Are the comments describing the major
portions of the code or particularly tricky bits? Do functions have a docstring? Although
Python insists that you use indentation to show the structure of your code, have you used
space to make the code clear to human readers?
There are 10% penalties for:
• Not submitting hardcopies of your programs.
• Not naming files as instructed in the questions.
8

Terror in the Heart of Freedom

This essay is based only on Rosen, Terror in the Heart of Freedom. Your essay should be no less than 5 and no more than 7 typed pages, double spaced, proper margins, stapled. Do not copy on both sides of the paper. Do not included quotes that are more than two sentences long.

The use of any sources outside of the assigned readings will for the purposes of this course constitute plagiarism.

Essay Question: Below are a series of questions for you to build your essay around. You need to develop your own thesis built around an answer to these questions.

Why is this book entitled “Terror in the Heart of Freedom?” What is the relationship between sexual violence, citizenship, and freedom in the post-Civil War South? How did this book illustrate the different visions of freedom held by southern white people and African Americans? How did southern white men justify rape of black women and the denial of citizenship to black men? How did black women respond to the Memphis ‘riot’ and how did it illustrate their visions of freedom?

History

 

History
Compare and contrast the goals and outcomes of the revolutionary process in TWO of the following countries, beginning with the dates specified. Mexico 1910 China 19

Part B (from the 2006 AP® World History Released Exam)
Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that:
• Has a relevant thesis and supports that thesis with appropriate historical evidence.
• Addresses all parts of the question.
• Uses historical context to show change over time and/or continuities.
3. Compare and contrast the goals and outcomes of the revolutionary process in TWO of the following countries, beginning with the dates specified.
Mexico 1910
China 1911
Russia 1917

RUBRICS:
http://apcentral.collegeboard.com/apc/public/repository/_ap06_worldhist_sg.pdf

http://worldhistoryconnected.press.illinois.edu/6.2/strickland/Apdx_22_Comp_2006_Annotated_Rubric.pdf

 

Discussion Question 4- pertains to language use

Discuss the characteristics of the language style you will use in the profession for which you are being educated. What are examples of the jargon used by members of your future profession? Consider the registers you use in the groups with which you are affiliated. What are some of the distinguishing characteristics of each of these registers?

Rhetorical Analysis of the article

Please write a rhetorical analysis essay of the article i uploaded. Only use the author of the article as a source that cited on works

cited page. Use 8-10 in text citations. I also uploaded the instructions and be sure that you write a Rhetorical Analysis with the

instructions.
Here is the link of the article in case you cannot open the file: https://www.washingtonpost.com/news/in-theory/wp/2016/07/20/we-need-to-

eat-less-meat-should-the-government-step-in/?utm_term=.577360d6217b

Assignment: Response/Rhetorical Analysis

Description and Purpose:
This assignment (1000 words)asks students to choose one of the following opinion pieces and analyze how it makes an argument.
• Wellesley,Laura. “We Need to Eat Less Meat. Should the Government Step In?”

A rhetorical analysis is an essay that carefully evaluates another piece of writing. It uses critical reading skills to assess the

strengths and/or weaknesses of the piece of writing. This kind of essay is designed to introduce students to basic rhetorical appeals and

strategies of persuasion. It requires students to remain objective and advance an argument about how well or poorly the author

communicates his or her point.

Main Learning Outcomes:

To perform university-level critical analysis of texts by identifying and evaluating controlling ideas, supporting ideas, dominant

rhetorical patterns, tone, context, and features of style
To construct logically argued, evidence-based, and persuasively organized paragraphs and essays, following academic conventions
To practice a university-level writing process: prewriting, planning, multiple drafting, conferring, integrating research, revising,

editing, and proofreading
To document sources fully according to a current scholarly documentation system (MLA or APA)

Evaluation Criteria:
The Response/Rhetorical Analysis Assignment will be evaluated for
• Organization—clear introduction and thesis; effective paragraphing (25%)
• Content–close analysis of the opinion piece; careful explanation of evidence (25%)
• Citations—correct format; in text and end citations; reporting expressions (25%)
• Writing—academic tone; clarity and conciseness; correct grammar and punctuation (25%)

Statistics

Leaders of a local club want to focus on recruiting and looked through their recruiting and membership paperwork. They realized that over

the past 30 years of annual open-house events, they spoke to four people who were interested enough in joining to take an application

packet home. The historical probability P(X) that the interested prospective members would join is below.
0 join: 0.1
1 join: 0.2
2 join: 0.4
3 join: 0.2
4 join: 0.1
When they hold an open house this year, how many members (what is the expected value) should they anticipate joining?
Explain your approach to determining the number of expected new members in a three-page response. Be sure to research sources to support

your ideas, and integrate your sources using APA-formatted citations and matching reference lists. Additionally, use Times New Roman 12pt.

double-spaced font.

Render, B., Stair, R. M., Jr., Hanna, M. E., & Hale, T. S. (2015). Quantitative analysis for management (12th ed.). Upper Saddle River, NJ:

Pearson.