Reflective Log

Reflective Log

As you start to research into possible case studies, and then later as you plan your report, you should keep a reflective log. This should chart the progress of your thinking during the course of the Semester. For instance, after each lecture session you should critically reflect on how the material presented helps you to identify issues relevant to the case studies under consideration. As you come across sources and possible case studies note these down, and then outline the reasons for continuing with some of them and discarding others. Bear in mind the requirements for part 2 of the assignment when compiling your log.
The reflective log details the progress of your thinking. Here are some ideas for what to include:
? written reflections
? annotated photocopied sections of relevant documents you have researched (do not include more than 20 pages in total of researched material in your submission)
? clippings and ideas collected from lectures and other sources
? notes/jottings and diagrams

Obvious questions to start the reflective process are: Why was this case study chosen? What issues does it exemplify? How can the module materials be applied to the case study ? e.g. ideas about risk, quality, management, security, usability, and so on. How could things have been done differently?

There are no definitive answers to these questions. You need to develop your own understanding!

The real value of this part of the assignment will be shown in the way in which it informs your formal report. You may reference sections of your log in the formal report.
 
Part 2 case studies

1. Case study: Thousands of children at risk after NHS computer fault (26 Feb 2006)
As many as 3,000 babies and toddlers may have gone without crucial vaccinations because a privatized NHS computer system has failed to monitor which children are due for jabs and whether they have received them.
The study (NHS computer fault Factors: A Revisit) analyses and identifies the failure factors of IT projects in the UK NSH.
An Observer investigation has found that the child health information system, introduced last summer as part of the government’s ?7 billion IT programme, has derailed the country’s entire vaccination programme, leaving health staff resorting to slips of paper to work out who needs immunising. Several women whose babies were stillborn have received letters asking them to take their babies for their first vaccinations.
Discuss each case study in the light of the NAO materials. For instance if a case study is from the public sector, how does its success/failure reflect upon the effectiveness of the NAO? Or did the case study predate the NAO, in which case have the relevant lessons been learned and incorporated into current practice and advice?

Reference
http://www.guardian.co.uk/society/2006/feb/26/health.medicineandhealth1
http://www.theregister.co.uk/
http://www.zdnet.co.uk/
http://www.computerweekly.com/Home/Default.aspx
http://www.computing.co.uk/
 
2. Case study: U.K. government hit with another large computer failure
DWP admits multiple fraud system failures 9 hours of disruption in 2010

IT system failures continued to plague the U.K. government this week, when as many as 80,000 civil servants working for the Department of Work and Pensions (DWP) had to deal with what is being described in the local press as the biggest computer crash in government history.
Microsoft Corp. and Electronic Data Systems Corp. (EDS) run the DWP’s network as part of a $3.8 billion information technology contract.
Discuss each case study in the light of the NAO materials. For instance if a case study is from the public sector, how does its success/failure reflect upon the effectiveness of the NAO? Or did the case study predate the NAO, in which case have the relevant lessons been learned and incorporated into current practice and advice?

Reference
http://www.theregister.co.uk/2010/04/09/fraim_downtime/
http://www.computerworld.com/s/article/97853/U.K._government_hit_with_another_large_computer_failure
http://www.zdnet.co.uk/
http://www.computerweekly.com/Home/Default.aspx
http://www.computing.co.uk/

case studies Formal Report word limit: 3500

Using your reflective log as a resource, write a formal report aimed at an academic audience to address the following topic areas:

 Outline the two case studies that you have selected ? explain why they were chosen. Then discuss the management and quality issues that they raise, relating these issues to the module materials, and research literature and sources;

 Discuss each case study in the light of the NAO materials. For instance if a case study is from the public sector, how does its success/failure reflect upon the effectiveness of the NAO? Or did the case study predate the NAO, in which case have the relevant lessons been learned and incorporated into current practice and advice?

 Discuss the ways in which the issues raised by both case studies could have been addressed in a more effective manner, relating these recommendations to the module materials and relevant literature, including the materials derived from the papers for discussion. Credit will be given for illustrating your answer with examples of how concepts and techniques introduced in the module or derived from your reading could have been applied to some of the management and quality issues you have identified in part (i).

 Demonstrate knowledge and understanding of a range of advanced and contemporary approaches to information systems management and quality.

 Analyse problems and scenarios objectively using appropriate concepts and techniques.

 Identify solutions to information systems issues by applying appropriate strategies, methods and techniques.

 Review and critically evaluate current perspectives, methods and strategies in information systems management and quality enhancement, relating them to the existing knowledge base in organisations.

 Demonstrate practical skills in information systems management and in the implementation and review of quality standards.

National audit Office [NAO]

Attached is an article from The Guardian (5 January 2008) which mentions a number of UK Government IT Failures. (NB The title of the article is ?Not Fit for Purpose?.) This mentions 5 different projects. For your assignment you need to look for examples of IS systems (failures or successes) in the private or public sectors, in the UK or elsewhere, which may or may not include one or more of those referred to in the article itself. Your aim is to select 2 case studies for use in the formal report ? see below.

You will also be directed to various materials published by the National Audit Office [NAO].

As well as BBC, Newspapers and other sources here are a few others to help get you started:-

http://www.theregister.co.uk/
http://www.zdnet.co.uk/
http://www.computerweekly.com/Home/Default.aspx
http://www.computing.co.uk/

Discuss each case study in the light of the NAO materials. For instance if a case study is from the public sector, how does its success/failure reflect upon the effectiveness of the NAO? Or did the case study predate the NAO, in which case have the relevant lessons been learned and incorporated into current practice and advice?

1. Case study: Thousands of children at risk after NHS computer fault (26 Feb 2006) in UK.
As many as 3,000 babies and toddlers may have gone without crucial vaccinations because a privatized NHS computer system has failed to monitor which children are due for jabs and whether they have received them.
The study (NHS computer fault Factors: A Revisit) analyses and identifies the failure factors of IT projects in the UK NSH.
An Observer investigation has found that the child health information system, introduced last summer as part of the government’s ?7 billion IT programme, has derailed the country’s entire vaccination programme, leaving health staff resorting to slips of paper to work out who needs immunising. Several women whose babies were stillborn have received letters asking them to take their babies for their first vaccinations. Please read this article online: http://www.guardian.co.uk/society/2006/feb/26/health.medicineandhealth1

2. Case study: U.K. government hit with another large computer failure – DWP admits multiple fraud system failures 9 hours of disruption in 2010.
IT system failures continued to plague the U.K. government this week, when as many as 80,000 civil servants working for the Department of Work and Pensions (DWP) had to deal with what is being described in the local press as the biggest computer crash in government history.
Microsoft Corp. and Electronic Data Systems Corp. (EDS) run the DWP’s network as part of a $3.8 billion information technology contract. Please read this article online: http://www.computerworld.com/s/article/97853/U.K._government_hit_with_another_large_computer_failure

Your report should typically be 3500 words in length and should be presented professionally.

Whilst Descriptive narrative is necessary for this type of assignment, this is PhD level and we will be looking for evidence of research and critical evaluation. You will be expected to research appropriate literature and show evidence of this within your assignment.

A professional level of presentation is expected and marks will be deducted for poor quality of presentation

Consideration will be given to the following:

You are assessed on your ability to research a given subject area and evidence that research correctly in your report.

The distinction is drawn between descriptive narrative and critical evaluation. Descriptive narrative is required for providing context and evidence of your knowledge of the subject area under investigation. Critical evaluation is required to demonstrate work at PhD level. You should be analytical in your writing to demonstrate not only your knowledge but also your understanding and insights regarding the subject area.
 
http://www.guardian.co.uk/technology/2008/jan/05/computing.egovernment
Not fit for purpose: ?2bn cost of government’s IT blunders
? Catalogue of abandoned projects over seven years
? ?1.6bn wasted by work and pensions ministry
?Bobbie Johnson and David Hencke
?The Guardian,
?Saturday January 5 2008
The cost to the taxpayer of abandoned Whitehall computer projects since 2000 has reached almost ?2bn – not including the bill for an online crime reporting site that was cancelled this week, a survey by the Guardian reveals.
The failure of the multimillion pound police site marks the latest chapter in the government’s litany of botched IT projects, with several costly schemes biting the dust. Major blunders overseen by Downing Street have included the Child Support Agency’s much-derided ?486m computer upgrade – which collapsed and forced a ?1bn claims write-off – and an adult learning programme that was subjected to extensive fraud.
Top of the ministries for wasting public money is the Department for Work and Pensions, which squandered more than ?1.6bn by abandoning three major schemes – a new benefit card which was based on outdated technology; the upgrade to the CSA’s computer which could not handle 1.2m existing claims; and ?140m on a streamlined benefit payment system that never worked properly.
The Guardian’s survey of abandoned projects is not exhaustive and the total of ?1.865bn is likely to be a considerable underestimate of the actual cost to taxpayers because neither Whitehall nor the National Audit Office, parliament’s financial watchdog, keep definitive lists of which schemes go wrong.
Neither does it include the major modifications required to fix new systems that have failed to perform as required. One example is the pilot work done on the new ?12bn NHS computer system – where outdated technology was installed at Bexley Hospital in south London, and has had to be replaced after it was found to be "unfit for purpose". Another is the huge modification required to the new computerised single payments system for farmers run by Defra’s Rural Payments Agency, where the government has had to set aside some ?300m to meet possible EU fines for wrong payments to thousands of farmers.
The abandoned police site, which was launched in 2003, allowed the public to report non-urgent crimes and provide photographic and video evidence through the internet. The system – linked to police forces around the country – then prioritised the information and distributed it to the correct forces.
It was being used to report around 30,000 crimes a year but began to falter when defence technology company, Qinetiq, was brought in to build a replacement in 2005. Costs began to spiral and the new system was deemed to be unfit for purpose, resulting in suspension of the service last March and final closure in December. The deal is now subject to a legal dispute, with Qinetiq claiming that it has completed the work it was contracted to do. The National Police Improvement Agency, which manages IT systems for the police, would not say how much money had been spent on the portal, but documents obtained under the Freedom of Information Act showed that running costs had risen above ?5m a year in 2006.
The replacement system was not fit for live use due to "a range of serious defects and delays", a spokeswoman said. "It is not possible to issue more details as it is now subject to legal proceedings." A senior Whitehall official has questioned the heavy spend and high rate of failure.
Joe Harley, programme and systems delivery officer at the Department for Work and Pensions, said that the government’s ?14bn annual spend on IT could be used to build thousands of schools every year, or to employ hundreds of thousands of nurses in the NHS. "Today only 30%, we estimate, of our projects and programmes are successful," he told a conference. "It is not sustainable for us as a government to continue to spend at these levels. We need to up the quality of what we do at a reduced cost of doing so."
The extensive list of failed projects calls into question other major government IT programmes, such as the proposed ?5bn ID cards scheme.
Price of failure: Where the money went
Benefit claims
Set up in December 2003 to streamline payment of benefits. Aimed to save ?60m by picking up new and repeat claims by phone and the internet. The system was shelved in 2006 after it failed to work. Cost: ?140m
Broadband procurement
Stephen Timms, e-commerce minister, led the 2004 project to pool public-sector buying power to get cheaper broadband deals. But after it was found the ?3.5m savings made from the scheme were far smaller than the projected ?200m cost the DTi shut the project. Cost: ?15m
Immigration casework
A computer system of 2001 meant to clear the backlog of immigration casework for the Home Office, was scrapped after missing its deadlines. Cost: ?77m
Independent learning accounts
The 2001 system offering adults ?150 for educational use was abandoned after fraudsters coined millions in fake applications. Cost: ?97m
Pathway
This project to introduce a benefits payment card in 2000 was scrapped after four years of expensive development when government experts realised the magnetic swipe technology that it was based on was already out dated. Cost: ?1bn

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“The Secret Life of Bees” by Kidd

“The Secret Life of Bees” by Kidd
1- “The Secret Life of Bees” by Kidd – Answer Question (Uploaded)

2- There is a movie and a book.

3- There is a link to help you quickly go over the book and the movie
Link: http://www.sparknotes.com/lit/secretbees/
Link Source: SparkNotes

KIDD DAY #2 (67-135)
1. In chapter four and five the reader is introduced to the Boatwright sisters and their home. Find passages that provide a physical description of the sisters, the family dwelling and the honey house. What do these passages reveal about the Boatwright family culture?

2. On page 73, the reader is introduced to the May’s wailing wall when August says,
“‘Oh, May, honey, you go on out to the wall and finish your cry.’” Examine other passages that discuss the wall (80, 95, 101, 97, 173, 182,187, 195) and come to some conclusions regarding the purpose of the wall and its relevance to the larger story.

3. Briefly summarize the story of the “young nun named Beatrix who loved Mary”(91). Why does August tell the story to Lily? What does Lily’s misunderstanding of August’s intent reveal about her? (See also page 108 and 287.)

4. Explain the connection between the story August tells about “Our Lady of Chains” and the role the Daughters of Mary come to play in Lily’s life.

KIDD DAY #3 (136-213)
1. Chapter eight opens with an epigraph from The Queen Must Die: And Other Affairs of Bees and Men:
Honeybees depend not only on physical contact with the colony, but also require its social companionship and support. Isolate a honeybee from her sisters and she will soon die.
Explain how the epigraph introduces and underscores the major themes of the chapter.
2.What connection can you made between the “black Madonna of Breznichar in Bohemia”(139), Mrs. Boatwright’s prayer cards (139), Our Lady of Chains, and the “The mother of thousands” (149)?
3. When Lily found out her mother had her mother once slept the honey house, she…
4. When May found out Zach had been arrested, she…

KIDD DAY #4 (214-302)
1.How does Lily’s knowledge of the past help her move from idealization of Deborah to forgiveness, and acceptance?
2. In the final chapter of the novel, August explains to Lily that “‘[o]ur lady is not some magical being out there somewhere, like a fairy godmother. She’s not the statue in the parlor. She’s something inside of you”(288). Cite specific dialogue and/or behavior that supports the assertion that that Lily, Zach, Rosaleen and June have found that “something inside.”

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Europe and the World

Europe and the World

This assignment covers Weeks 4, 5, and 6, and it is due the end of Week 6.

Text: Bingham Powell, et al, chapters 8, 9, and 10
Comparative Politics Today: A World View, 10th edition, 2012, by Bingham Powell, Russell Dalton, and others. Published by Pearson Longman.

Video: Lord Patten, “Europe and the World,” January 30, 2006.

Article: Ronald Inglehart. 2000. “Globalization and Postmodern Values,” Washington Quarterly vol. 23, issue 1 (winter): pp. 215-228. (This article must be accessed using the Troy Library electronic databases. See “How to Access Troy Library Materials” in the Start Here area.)

https://trojan.troy.edu/library/databases-social.html
Library ID -gsullivan132057
Library PW -06181976
· Select "Social Sciences" from the menu on the left.
3. A very good database to startwith is the first one listed, Academic Search Complete. Click on that one. Usually, that is the only database you will need. You can try others later.
4. You will need to log in. Note that you use your normal Troy email user ID and Troy email password.
5. Once you log in, you are at the page where you will enter your search parameters. Or, you can select the "Advanced Search" tab at the top of the page for more search options. I usually use the Advanced Search.
6. If you are trying to retrieve a specific article, just enter the article’s title or the author’s name.
7. If you are researching a topic, enter a key word or phrase. Also, select "Full Text" and select "Search within the full text of the articles."
8. For your scholarly articles, select "Peer Reviewed." You can also specify the name of a journal, such as Foreign Affairs, or one of the others listed in the "Guidelines" document.
9. If you are specifically looking for newspaper articles, you will need to click on the "Choose Databases" tab at the top of the page, and then select the database called "Newspaper Source."
10. Once you are familiar with Academic Search Complete, explore some of the others. JSTOR is especially good for peer-reviewed, scholarly articles, although JSTOR does not have the most recent editions of journals.
These simple procedures will bring high quality academic publications to your fingertips. These searches are far superior to "Google" or "Yahoo" searches. The research component of this course requires you to use scholarly journals as sources, and these can only be obtained through databases such as these provided by the Troy Library. This type of research is what distinguishes graduate-level study from undergraduate.
Video: Harold Wilensky, “Comparing Rich Democracies,” September 29, 2002.

Instructions:
· Answer the following questions from the course texts and the video assignment.
· Each answer should be 200 to 500 words in length, single-spaced with an extra line between paragraphs.
· Use Times New Roman, size 12.
· Bullets and text tables are okay.
· Be sure to answer all parts of the question. Give each part of a question a separate paragraph.
· Responses should be well written and well organized essays. Use of bullets is okay. In some cases, a table may help to compare and contrast two or more concepts.
· Grades are based on the substantive content of the answers, and the quality of the writing.
· Save your responses in an MS Word document. Put your name in the document name and on the first page of the assignment, such as “Smith, Study Questions Set 2.”
· Attach your document within the Study Questions Set 2 area within the Week 6 assignment area.
· To avoid plagiarism, if you quote from the text or one of the readings, use quotation marks and an informal citation; for example, (text, page 33) or (Inglehart, page 56).
Chapter 8: Politics in Britain

1. The official name of the country is the United Kingdom of Great Britain and Northern Ireland, and this country is essentially a multinational state. What does this mean, a multinational state? Identify and describe the various parts of the country. In what ways is this significant?

(For our purposes, the names England, Britain, Great Britain, and UK will be used generally interchangeably.)

2. Compare the U.S. and the English constitutions. In your opinion, what are some advantages and disadvantages of each as compared to the other?

3. Using the table function in MS Word, compare the role and authority of the U.S. president and the British prime minister. In your opinion, what are some advantages and some disadvantages of each as compared to the other?

4. Explain the British first-past-the-post electoral system. Describe the arguments made by those who defend and those who oppose this type of electoral system? In your opinion, is this a good or bad way to elect the Parliament?

5. Identify the major political parties in Great Britain. Use an MS Word table to compare these parties in regard to their ideologies, issue positions, recent electoral performance, and so on.
From the video interview with Lord Patten:

6. Discuss the three ideas Lord Patten identified as the basis for the European Union. In your opinion, which of these three ideas seem to be most and least relevant today? Explain.
Chapter 9: Politics in France

7. Since the French Revolution in 1789, France has been governed by a series of constitutions and different forms of government. Today, the constitution and government is the Fifth Republic. Briefly describe the historical circumstances that led to the creation and (in four cases) the downfall of each of the five governments, beginning with First Republic.

8. How does the position of president of the Republic under the Fifth Republic differ from the position of president under earlier republics? What are some of the more important powers of the French president today? How do these powers compare with those of the American president?

9. How has the distrust of government and religious and antireligious traditions affected French political culture and politics historically and currently?

10. Identify the main political parties in France. Use an MS Word table to compare these parties in regard to their ideologies, issue positions, recent electoral performance, and so on.

11. Compare the French electoral process used for voting in Parliamentary elections with that used in the United States for congressional elections. And compare the French process for voting in presidential elections with that used in U.S. presidential elections.
From the article by Ronald Inglehart

12. What does Inglehart say about value change and postmodern values? What and who are the “materialists” and the “postmaterialists”?
Chapter 10: Politics in Germany

13. Germany’s historical path differs from that of England and France in that the German state unified relatively late. Describe the circumstances of the creation of the German state in 1871. In what ways did Germany’s experience affect politics in Germany?

14. Another difference between Germany and other European nations is Germany’s federal system. What does this mean? What is a federal system? In your opinion, how significant is this in regard to Germany’s politics?

15. Still another difference between Germany and England and France is the extent to which the political culture of Germany has changed since World War II. Describe some of the ways political culture has changed in Germany. In your opinion, what are some of the reasons this occurred?

16. Identify the main political parties in Germany. Use an MS Word table to compare these parties in regard to their ideologies, issue positions, and recent electoral performance, and so on.

17. Describe the German electoral system. In your opinion what might be some advantages and disadvantages of this way of electing representatives to the national legislature?
From the video interview with Harold Wilensky

18. Briefly describe three of the key elements in Wilensky’s research: convergence theory, mass society theory, and corporatism.

19. Discuss the one or two most interesting observations you made from Wilensky’s interview in regard to his comments about specific countries.
20. Short answers from the text chapters 8, 9, and 10, just a one sentence definition for each: (some of these are country specific, and others are general terms, and they are all mixed up in no sequence from the chapters)

Basic Law
Downing Street
Judicial review
Bundestag
Prefect
Proportional representation
Westminster
Ecole Nationale d’Administration
Weimar Republic
Whitehall
Value-added tax
Devolution
National Assembly
Government
House of Commons
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Supply Chain Management

Supply Chain Management

 

1. The term ?Supply Chain Management? paints a picture of a single dimension image
of a ?chain?. Some academics or practitioners prefer to use the term ?Supply
Network?. Explain, using illustrations from an industry of your choice, the actual
complexity of a ?Supply Chain?, and explain how the effective management of the
?Supply Chain? can contribute to the overall strategic success of any individual
organisation. What are the key risks facing your organisation?s supply chain.
2. Lean and Agile Supply

a. Lean principles suggest eight categories of wastes. Give examples of each waste for a supply chain of your choice. Discuss the five steps to lean thinking, as identified by Womack and Jones (1996).

b. Using lean principles, discuss how 5 of these wastes could be reduced. Using examples from industry, discuss common wastes in the supply chain and how managers can reduce them.

4. Supplier Portfolio Management

a. With reference to the Kraljic matrix, position and discuss products and services that fit into each of the four quadrants.

b. Discuss strategies that could either reduce costs, risks, or both. You should use the products and services you identified in part a. to illustrate your answer.
5. Strategic Supply Wheel
a. Apply the strategic supply wheel to the procurement function of an organisation of your choice.
b. Based on your analysis, discuss how the procurement function could further support your organization?s corporate strategy.
6. Inter-firm Relationships

a) Using one academic model of your choice, discuss what is meant by a ?portfolio? approach to relationship management and why it may be considered good practice.

b) Analyse some of the reasons for successful inter-organisational relationships at your organisation.
7. Theory of Make-Buy

a) Describe and critically evaluate the major characteristics and assumptions of one theory of make-buy.

b) Discuss why your chosen theory might be useful to managers in your organisation involved in the outsourcing of a critical component. Apply TCE logic to an outsourcing decision of your choice. What further variables would be useful to your decision-making and why?

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Critical analysis of communication skill

Critical analysis of communication skill

• conduct and self-analyse an audio-taped psychosocial assessment interview with a newly admitted patient

• review personal/ professional therapeutic communication processes

• have an awareness of ethical principles, informed consent and confidentiality (however this is not a research project)
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Identify the role you believe mobile devices have on email investigations.

Identify the role you believe mobile devices have on email investigations. Discuss and provide an example of the added challenges that have been introduced based on the advancement of mobile device technologies.
• From the first e-Activity, thoroughly describe the mobile device forensics tool you researched, including its functions, advantages / disadvantages, and cost. Explain why you would consider utilizing this tool as a system forensics specialist, and provide a scenario where this tool would assist you in an email investigation.

• Analyze the forensic challenges regarding webmail that are stored in “the cloud” and determine whether or not you believe webmail is easier to analyze than standard client-server email solutions forensic specialists. Determine the legal concerns that may exist when attempting to investigate webmail and why these challenges are of concern. Provide a rationale with your response.
• From the second e-Activity, discuss the forensic concerns regarding Apple’s iCloud and how Apple has designed this application to assist in investigations, including email investigations. Determine whether or not you believe end users of iCloud should have concern with the encryption methods and explain in detail why you believe this way.

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literary–historical periods

literary–historical periods

the key terms we’ve covered regarding literary–historical periods:short answers in the contexts of the books we read in class. As long as you can pull examples from the class texts

• [The Middle Ages—pre-modernity]
• The Renaissance [Early Modern period]
• The Enlightenment [Early Modern period]
o The Reformation
o The Scientific Revolution
• Neoclassicism [Early Modern period]
• Baroque [Early Modern period]
• Romanticism
o Pathetic fallacy
o Hyperbole
o The sublime
• Realism–Naturalism
o The Industrial Revolution
o Capitalism: The rise of the bourgeoisie
o Marxism (and economic determinism: you are your social class)
o Darwinism (and biological determinism: you are your genes)
o Freudianism (and psychological determinism: you are what happened to you as a very young child, before you can remember)
o Neurasthenia
o Ennui
• Modernism (High Modernism)
o Stream of consciousness
o Experimentation (Cubism, prose poetry, twelve-tone music, e.g.)
o Magical realism
• Postmodernism
o Fragmentation
o Quotationalism
o Irony
o Post-colonialism
• Modernity (as a whole)

And regarding literary structure:

• Protagonist
• Inciting incident
• Rising action
• Climax
• Falling action (denouement)
• Antagonist
o Foil
• Comedy
• Tragedy
• Irony
• Archetype
• Horror (fear of experience of pain or death)
• Terror (fear of anticipation of pain or death, much stronger than horror)
• The fantastic–uncanny (perceived as fantastic)
• The fantastic–marvelous (actually breaks the rules of the real world)
• The uncanny valley
• Hybridity, monstrosity

highlighted in bold the terms that I’m definitely going to ask about on the final.

You don’t need to memorize strict definitions or dates. write short answers in the contexts of the books we read in class. As long as you can pull examples from the class texts (your pick of texts),
Different text to draw defition from:
? The Tale of Genji, Murasaki, trans. Arthur Waley

? Inferno, Dante, trans. Robert Pinsky

? The Prince, Machiavelli, trans. Daniel Donno

? Don Juan, Moliere, trans. Richard Wilbur

? Frankenstein, Shelley

? Faust, Goethe, trans. Cyrus Hamlin & Walter Arndt

? Madame Bovary, Flaubert, trans. Geoffrey Wall

? Orlando, Woolf

? A Mercy, Morrison

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literary–historical periods

literary–historical periods

the key terms we’ve covered regarding literary–historical periods:short answers in the contexts of the books we read in class. As long as you can pull examples from the class texts

• [The Middle Ages—pre-modernity]
• The Renaissance [Early Modern period]
• The Enlightenment [Early Modern period]
o The Reformation
o The Scientific Revolution
• Neoclassicism [Early Modern period]
• Baroque [Early Modern period]
• Romanticism
o Pathetic fallacy
o Hyperbole
o The sublime
• Realism–Naturalism
o The Industrial Revolution
o Capitalism: The rise of the bourgeoisie
o Marxism (and economic determinism: you are your social class)
o Darwinism (and biological determinism: you are your genes)
o Freudianism (and psychological determinism: you are what happened to you as a very young child, before you can remember)
o Neurasthenia
o Ennui
• Modernism (High Modernism)
o Stream of consciousness
o Experimentation (Cubism, prose poetry, twelve-tone music, e.g.)
o Magical realism
• Postmodernism
o Fragmentation
o Quotationalism
o Irony
o Post-colonialism
• Modernity (as a whole)

And regarding literary structure:

• Protagonist
• Inciting incident
• Rising action
• Climax
• Falling action (denouement)
• Antagonist
o Foil
• Comedy
• Tragedy
• Irony
• Archetype
• Horror (fear of experience of pain or death)
• Terror (fear of anticipation of pain or death, much stronger than horror)
• The fantastic–uncanny (perceived as fantastic)
• The fantastic–marvelous (actually breaks the rules of the real world)
• The uncanny valley
• Hybridity, monstrosity

highlighted in bold the terms that I’m definitely going to ask about on the final.

You don’t need to memorize strict definitions or dates. write short answers in the contexts of the books we read in class. As long as you can pull examples from the class texts (your pick of texts),
Different text to draw defition from:
? The Tale of Genji, Murasaki, trans. Arthur Waley

? Inferno, Dante, trans. Robert Pinsky

? The Prince, Machiavelli, trans. Daniel Donno

? Don Juan, Moliere, trans. Richard Wilbur

? Frankenstein, Shelley

? Faust, Goethe, trans. Cyrus Hamlin & Walter Arndt

? Madame Bovary, Flaubert, trans. Geoffrey Wall

? Orlando, Woolf

? A Mercy, Morrison

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Identify the role you believe mobile devices have on email investigations.

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Identify the role you believe mobile devices have on email investigations. Discuss and provide an example of the added challenges that have been introduced based on the advancement of mobile device technologies.
• From the first e-Activity, thoroughly describe the mobile device forensics tool you researched, including its functions, advantages / disadvantages, and cost. Explain why you would consider utilizing this tool as a system forensics specialist, and provide a scenario where this tool would assist you in an email investigation.

• Analyze the forensic challenges regarding webmail that are stored in “the cloud” and determine whether or not you believe webmail is easier to analyze than standard client-server email solutions forensic specialists. Determine the legal concerns that may exist when attempting to investigate webmail and why these challenges are of concern. Provide a rationale with your response.
• From the second e-Activity, discuss the forensic concerns regarding Apple’s iCloud and how Apple has designed this application to assist in investigations, including email investigations. Determine whether or not you believe end users of iCloud should have concern with the encryption methods and explain in detail why you believe this way.

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What are the associative structures underlying higher-order learning (within-event learning and second-order conditioning)? Are there any non-associative accounts of higher-order learning

What are the associative structures underlying higher-order learning (within-event learning and second-order conditioning)? Are there any non-associative accounts of higher-order learning

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