english 2 assignment

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English Composition II

Table of Contents

Course contents.

• About This Course
• Course Contents at a Glance
• Learning Outcomes

Faculty Resources

• Faculty Resources Overview
• Question Banks
• Faculty & Technical Support

Course Resources

• Course Resources Overview
• Offline Content Access
• PowerPoints
• In-Class Activities
• Assignments
• Interactives
• Additional Resources

Resources: Discussions and Assignments

• Module 1 Discussion: Discourse Communities
• Module 1 Assignment: Interest Inventory
• Module 2 Discussion: Academic Argument
• Module 2 Assignment: Analyzing an Argument
• Module 3 Discussion: Critical Reading
• Module 3 Assignment: Rhetorical Analysis
• Module 4 Discussion: Developing a Research Project Audience
• Module 4 Assignment: Topic Proposal
• Module 5 Discussion: Locating and Evaluating Sources: Two Truths and a Lie
• Module 5 Assignment: Locating and Evaluating Sources
• Module 6 Discussion: Integrating Sources
• Module 6 Assignment: Annotated Bibliography
• Module 7 Discussion: Drafting a Research Paper
• Module 7 Assignment: First Draft
• Module 8 Discussion: Revising a Research Paper
• Module 8 Assignment: Peer Revision
• Module 8 Assignment: Research Paper Final Draft
• Module 9 Discussion: Letters to the Editor
• Module 9 Assignment: Infographic
• Module 9 Assignment: Policy Proposal
• Module 10 Discussion: Working with Literature
• Module 10 Assignment: Working with Literature

Module 1: Asking Questions

• Why It Matters: Asking Questions
• Introduction to Communities of Inquiry
• Everyday Research
• Discourse Communities
• Academic Communities
• Introduction to Finding your Questions
• Starting from the Questions
• What Interests You?
• What Is a Research Question?
• Introduction to Fields of Inquiry
• Different Lenses
• Interdisciplinarity
• Questions and Methods
• Putting It Together: Asking Questions
• Discussion: Discourse Communities
• Assignment: Interest Inventory

Module 2: Academic Argument

• Why It Matters: Academic Argument
• Introduction to What is Academic Argument?
• What is an Argument?
• Fact, Opinion, Judgement, Inference, and Argument
• Perspective
• Introduction to Evidence
• What is Evidence?
• Statistics as Evidence
• Texts as Evidence
• Experiment and Evidence
• Experience as Evidence
• Introduction to Breaking Down and Building Up an Argument
• Breaking Down an Argument
• Building Up an Argument
• Combining Ideas (Synthesis)
• Putting It Together: Academic Argument
• Discussion: Academic Argument
• Assignment: Analyzing an Argument

Module 3: Critical Reading

• Why It Matters: Critical Reading
• Introduction to Academic Reading
• Active Academic Reading
• Reading Scholarly Articles
• Reading Scientific and Technical Documents
• Reading Charts, Graphs, and Visual Aids
• Introduction to Genre and Media
• What is Genre?
• What Does Genre Tell Us?
• Is the Medium the Message?
• Introduction to Summary and Analysis
• Summary vs. Analysis
• Rhetorical Analysis
• Critical Analysis
• Putting It Together: Critical Reading
• Discussion: Critical Reading
• Assignment: Critical Reading

Module 4: Developing a Research Project

• Why It Matters: Developing a Research Project
• Introduction to Planning the Research Project
• Understanding the Assignment
• Mapping Out the Project
• Multiple Drafts
• Getting Help
• Introduction to Thinking Backwards
• Designing Research Backwards
• Who Is Your Audience?
• Connecting with the Audience: Ethos, Pathos, Logos
• Academic Conventions
• Introduction to Preliminary Research
• Scoping your Project
• Preliminary Research
• Putting It Together: Developing a Research Project
• Discussion: Developing a Research Project: Audience
• Assignment: Topic Proposal

Resources: The Research Paper: Choosing and Proposing a Topic

• Process Narrative: Choosing a Topic

Module 5: Locating and Evaluating Sources

• Why It Matters: Locating and Evaluating Sources
• Introduction to Reliable Sources
• Types of Sources
• Evaluating Websites
• Identifying Bias
• Introduction to Effective Searching
• Internet Research: First Steps
• Advanced Searching Techniques
• Using the Library
• Introduction to Keeping Track
• Reading for Information
• Taking Notes
• Annotated Bibliography
• Putting It Together: Locating and Evaluating Sources
• Discussion: Locating and Evaluating Sources
• Assignment: Locating and Evaluating Sources

Resources: The Research Paper: Initial Research

• Process Narrative: Finding Sources

Module 6: Integrating Sources

• Why It Matters: Integrating Sources
• Introduction to Academic Integrity
• Academic Integrity
• Avoiding Plagiarism
• Intellectual Property
• Introduction to Quotation, Paraphrase, Summary
• Quotation, Paraphrase, Summary
• Using Quotations
• Introducing and Unpacking Quotations
• Paraphrasing Sources
• Summarizing Sources
• Introduction to Citation
• Why Cite Sources?
• Elements in Citation
• Creating a Citation
• Putting It Together: Integrating Sources
• Discussion: Integrating Sources
• Assignment: Annotated Bibliography

Resources: The Research Paper: Integrating Research

• Process Narrative: Annotated Bibliography

Module 7: Drafting a Research Paper

• Why It Matters: Drafting a Research Paper
• Introduction to Finding Your Argument
• Structuring an Argument
• Beginning To Write
• Drafting your Paper
• Introduction to Stating the Thesis
• Argument and Thesis
• What Makes a Thesis Statement Work?
• Developing your Thesis Statement
• Introduction to Writing with Awareness
• Writing with Respect
• Inclusive Language
• Introduction to Elements of a Paper
• Introductions
• Conclusions
• Body Paragraphs
• Transitions and Signposts
• Putting It Together: Drafting a Research Paper
• Discussion: Drafting a Research Paper
• Assignment: First Draft

Resources: The Research Paper: First Draft

• Process Narrative: First Draft

Module 8: Revising a Research Paper

• Why It Matters: Revising a Research Paper
• Introduction to Revising for Coherence
• Writing Coherently
• Coherent Paragraphs
• Introduction to Revising for Clarity
• Writing Clearly
• Clear Sentences
• Introduction to Peer Revision
• Revising with Peer Review
• Peer Review
• Introduction to Proofreading
• Proofreading
• Recognizing Common Errors
• Recognizing Common Punctuation Errors
• Tools and Resources to Help With Proofreading
• Putting It Together: Revising a Research Paper
• Discussion: Revising a Research Paper
• Assignment: Peer Revision
• Assignment: Research Paper Final Draft

Resources: The Research Paper: Revision

• Process Narrative: Revision

Module 9: Beyond the Research Paper

• Why It Matters: Beyond the Research Paper
• Introduction to Presentations
• Considerations for a Presentation
• Visual Aids for Presentation
• Delivering the Presentation
• Introduction to Multimodal Presentations
• Infographics
• Poster Presentations
• Videos and Online Presentations
• Introduction to Journalism and Social Media
• Social Media
• Journalism and Investigative Reporting
• Opinion Writing and Op-Eds
• Introduction to Writing on the Job
• Proposals and Grants
• Interviews and Interview Presentations
• Putting It Together: Beyond the Research Paper
• Discussion: Letters to the Editor
• Assignment: Infographic
• Assignment: Policy Proposal

Module 10: Working with Literature

• Why It Matters: Working with Literature
• Introduction to Reading Literature: Fiction
• Point of View
• Introduction to Reading Literature: Poetry
• Defining Poetry
• Poetic Structure
• Poetic Devices
• Introduction to Working with Drama and Film
• Theater Performance and Style
• Analyzing Film
• Introduction to Working with Literary Criticism
• Terms and Concepts in Literary Criticism
• Approaches to Literary Criticism
• Reading and Incorporating Literary Criticism
• Introduction to Writing about Literature
• Developing an Argument
• Writing about Literature
• Putting It Together: Working with Literature
• Discussion: Working with Literature
• Assignment: Working with Literature

Resources: Recommended Readings by Module

• Module 1: Asking Questions Recommended Readings
• Module 2: Academic Argument Recommended Readings
• Module 3: Critical Reading Recommended Readings
• Module 4: Developing a Research Project Recommended Readings
• Module 5: Locating and Evaluating Sources Recommended Readings
• Module 6: Integrating Sources Recommended Readings
• Module 7: Drafting a Research Paper Recommended Readings
• Module 8: Revising a Research Paper Recommended Readings
• Module 9: Beyond the Research Paper Recommended Readings
• Module 10: Working with Literature Recommended Readings

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ENGL002: English Composition II

Course introduction.

• Time: 101 hours
• Free Certificate

The intent of this course is to teach you how to prepare research for any discipline or subject. We will carefully explore and practice general research techniques and processes that you should apply to many academic disciplines and in your job.

In Unit 1, you will select a topic that intrigues you, conduct preliminary research to focus your topic, and develop a thesis statement and a set of questions to help guide the remainder of your research.

In Unit 2, you will learn strategies for conducting your research and taking careful notes. We will look carefully at researching on the Internet, but we will also make a point of honing the skills necessary to research topics in a physical library. We will explore some of the techniques that scholars use to record and organize the information that they plan to include in their work so you can make the most of your resources when you start to write. By the end of the unit, you will have completed detailed notes for your own research project.

In Unit 3, you will learn how to evaluate and understand the sources you located in the previous units. You will learn why it is important to put significant effort into reading and evaluating Internet sources and how to identify and what you need to consider when you use primary and secondary sources. You also will get plenty of practice in determining how and when to use sources to help make your point. By the end of this unit, you will start to understand how to determine whether any source is authoritative, accurate, and current. You will also have an annotated bibliography that will guide you through the writing process.

In Unit 4, you will develop your argument and create a detailed outline for your research paper. We will take some time to reinforce and expand upon the rhetorical concepts we introduced in Composition I. Like the prerequisite course, this unit focuses on putting your research to work to strengthen your academic writing. We will study how to use the results of your research and analysis to bolster written arguments and support rhetorical strategies.

Unit 5 focuses on how to use style standards and citation methodology correctly. This unit will help you clearly understand why it is important to document and cite your sources and do so consistently and correctly. We will closely examine the issue of plagiarism, noting the situations that can cause writers to misuse source materials, either consciously or accidentally. After completing this unit, you will write a complete draft of your research paper.

Unit 6 prepares you for revising and polishing your paper. We will provide you with detailed editorial exercises focusing on specific elements of sentence and paragraph structure, grammar, and mechanics, which will help you achieve your goal of writing clear, grammatically-sound expository and persuasive prose.

We will use the Modern Language Association (MLA) standards for citation and formatting. Refer to  this cheat sheet on MLA Style Resources  for links to the most useful MLA sites on the internet.

Course Syllabus

First, read the course syllabus. Then, enroll in the course by clicking "Enroll me". Click Unit 1 to read its introduction and learning outcomes. You will then see the learning materials and instructions on how to use them.

Unit 1: Research and the Writing Process

Researching and reporting the results of research are fundamental to academic work in almost every discipline and many professional contexts. While research in itself may seem like an enormous task when you are just starting a project, it is important to understand that effective research is a straightforward, step-by-step process. By practicing effective research techniques and becoming adept with the tools that are available to researchers, you will begin to see research as an invaluable part of an organized system of study that includes discovery, invention, critical thinking, and clear communication.

While writing is sometimes viewed as a solitary undertaking, research requires active involvement in a larger community of scholars. You will have a chance to define yourself as a member of many communities, and you will begin to see your research as an important part of the conversations that take part among members of your communities. As you begin to see yourself as an active contributor in a community, you will start to understand how others' work can both enrich your own perceptions and improve your understanding of the topic about which you are writing.

To help you get started as a contributing member of a community of scholars, we will first explore how your research can support the writing process you began developing in ENGL001. You will recall that the PWR Method is a process based on pre-writing, writing, editing, and proofreading, so it is probably no surprise to learn that effective research follows a similar process and is based on similar methods of preparation and analysis.

By mastering the essentials of effective research, you can train yourself to think more carefully about your work at every stage of the writing process. For example, you probably know how much a good quote can emphasize an important point. Still, you may not be conscious of how helpful general background research can be in the very earliest phases of your writing, when you are just beginning to refine your topic and clarify your thesis and argument.

As we continue to build your experience as a member of a research community, we will explore how effective research can help you appeal to specific audiences and more clearly define the purpose of your writing.

Completing this unit should take you approximately 16 hours.

Unit 2: Researching: How, What, When, Where, and Why

If you are already working on a writing project, you most likely are well aware that you often need to start writing to discover all of your ideas about a subject. In this unit, we will take the discovery process a bit further by exploring how identifying, analyzing, and making effective use of others' work can do even more to clarify your viewpoint and refine your thesis.

We will begin by looking at research as a concept. By now, you should feel a little more comfortable thinking of yourself as a researcher, and you may be anxious to get started. To get you off on the right foot, we will look at how analysis and planning can streamline your research efforts and help you make the best use of your findings. After that, we will dig deeper into the research process itself. Besides learning more about traditional library research methods, you will have a chance to get acquainted with methods for conducting research in person, on your computer, and on the Internet.

We will also define primary and secondary sources and will look at some of the merits of using both of these types of information. We will spend quite a bit of time reviewing the tools and techniques for researching on the Internet. You will have a chance to explore some of the most useful Internet sites for locating both printed and online information, and you will start to get a clearer idea about where to look for information in specific disciplines and to fulfill specific purposes.

Finally, we will acknowledge the importance of keeping research well-organized and clearly documented. You will get a chance to practice the best techniques for recording, organizing, and annotating the source information you want to use.

By the end of this unit, you should have a good understanding of how to carry out your research in an organized, thoughtful manner. You should also have the opportunity to complete much of the preliminary research for your final paper and to identify any information gaps that may require further investigation.

Completing this unit should take you approximately 17 hours.

Unit 3: Reviewing and Analyzing Your Sources

A successful research paper is more than a well-constructed argument supplemented by facts, figures, and quotations. Like the good writing that it supports, successful research involves planning, careful analysis, and reflection. Before you can incorporate an outside source into your work, you must take some time to think about more than just the facts and ideas you have uncovered. Is the source authoritative? Is the information substantiated fact, or is it primarily opinion? Is it up-to-date? Is it accurate and complete? These are just some of the essential questions you must ask about each piece of source information that you discover.

In this unit, you will take an in-depth look at some techniques for analyzing and evaluating the information you locate. As you review critical reading as a research strategy, you will look very closely at techniques for evaluating and comparing information that you find on the Internet and in print. You will learn some well-established techniques for determining whether a source is reputable and authoritative, and you will acquire some tools for discerning fact and opinion. You will also get to have a little fun as you complete a WebQuest in which you will find and analyze information online.

By the time you have completed this unit, you should be more confident about how and when to use the sources you have identified, and you should have a basic understanding of how to use your research to effectively and clearly support a well-developed academic paper. You will also be ready to complete your research.

Completing this unit should take you approximately 20 hours.

Unit 4: Putting Your Source Material to Work

Many college research papers are structured primarily as arguments supported, at least in part, by evidence gathered from outside sources. A major purpose of ENGL001 was to define written arguments and practice some techniques for developing them. To help clarify the close relationships between research and argumentation, we will use the first part of this unit to review some of the basics of formulating written arguments. As we do so, you will be able to explore the best techniques for putting research to work in your writing, and we will analyze how these techniques support the fundamental requirements of successful academic writing.

As we discuss the essential components, you should pay particular attention to how your research must support your basic logical structure and rhetorical strategy. This unit will give you a chance to get a little more practice in analyzing and developing written arguments.

You will spend some time investigating how various forms of research can support different writing strategies, including literary analysis, discussions, and comparison-contrast strategies. You will get some more practice in using research and analytical tools and have an opportunity to update your paper if you think it needs it.

Before we begin the more rigorous practice of citation and style in Unit 4, we will take a more general look at how to build quotations, paraphrases, and summaries into your work. You will be able to explore the best uses for all of these forms of reference so that you can confidently use your source material without changing its meaning, tone, or intent – or distorting your own.

At the end of the unit, you will use what you have learned to create a detailed outline that specifies what resources you will use to develop your arguments more fully.

Completing this unit should take you approximately 21 hours.

Unit 5: Writing the Research Paper and Acknowledging Your Sources

When you write a research paper, your work's success can depend almost as heavily on the work of others as it does on your own efforts. Your information sources not only provide essential facts and insights that can enhance and clarify your original ideas, but source material can also help you better understand your own theories and opinions and help you to arrive at more authoritative, clearly-drawn conclusions.

Because of the debt that you, as the author of a research paper, owe your sources, you must understand how to present, acknowledge, and document the sources you have built into your work. You should be aware that using accepted standards of style and citation can benefit you as a writer. When your references are clearly annotated within your work, you can see where your source material appears, making it that much easier to edit, update, and expand your work.

By following accepted standards to present your work in a manner accessible to readers, you also enhance your credibility as a writer and researcher. When your readers can easily identify and check your sources, they are more likely to accept you as a member of their discourse communities. This is especially important in an academic environment, where your readers are likely to investigate your work as a potential source for their own research projects. To put it bluntly, careful adherence to accepted style conventions in academic writing can mean the difference between great success and total failure.

In this unit, we will review the concept of plagiarism and discuss how you can use clear, consistent documentation to avoid even the unintentional misuse of source material. We will also review many of the commonly accepted methods of acknowledging and documenting sources used in writing college research papers. We will pay particular attention to the Modern Language Association (MLA) style standards because this is the most widely used convention in college undergraduate work.

This unit will culminate in an opportunity to build your selected source material into a fully developed first draft of your final research paper. By the time you have finished the final activity in this unit, you should have accomplished much of the groundwork for your final research paper.

By the time you have finished the work in this unit, you should have a command of the materials and techniques you will need to complete a well-developed academic paper. As a by-product, your final research paper for this course will probably be nearly finished.

This unit's final activity is to develop a final polished and clearly documented research paper that makes full use of the tools, techniques, and products that you have discovered, developed, and organized during the preceding four units.

Completing this unit should take you approximately 27 hours.

Unit 6: Polishing Your Research Paper

Now that you have completed the draft of your research paper, you will revise and polish it. Remember that writing is a process from the pre-writing phase to drafting to revising your essay. This unit will review techniques for revising and improving your writing in this unit. In revising your paper, you will consider the use of diction, sentence-level issues (like transitional phrases, grammar, tone, and so on), paragraph-level problems (like cohesion or relating the paragraph to your thesis), and incorporating proper format for MLA style.

Completing this unit should take you approximately 13 hours.

Study Guide

These study guides will help you get ready for the final exam. They discuss the key topics in each unit, walk through the learning outcomes, and list important vocabulary terms. They are not meant to replace the course materials!

Course Feedback Survey

Please take a few minutes to give us feedback about this course. We appreciate your feedback, whether you completed the whole course or even just a few resources. Your feedback will help us make our courses better, and we use your feedback each time we make updates to our courses.

If you come across any urgent problems, email [email protected].

Certificate Final Exam

Take this exam if you want to earn a free Course Completion Certificate.

To receive a free Course Completion Certificate, you will need to earn a grade of 70% or higher on this final exam. Your grade for the exam will be calculated as soon as you complete it. If you do not pass the exam on your first try, you can take it again as many times as you want, with a 7-day waiting period between each attempt.

Once you pass this final exam, you will be awarded a free Course Completion Certificate .

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Second grade language arts.

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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The focus of the English 2 course is the writing process. Three writing applications guide the curriculum: persuasive, expository, and narrative writing. Each lesson culminates in a written assignment that lets students demonstrate their developing skill in one of these applications. English 2 follows the model of English 1 by including at least one anchor text per lesson, but the essays, articles, stories, poems, and speeches are often presented as models for students to emulate as they practice their own writing. So that these readings may serve as proper examples for students, a high proportion of texts for this course are original pieces. English 2 also continues to develop students' reading, listening, and speaking skills. Readings include poems, stories, speeches, plays, and a graphic novel, as well as a variety of informational texts. The readings represent a wide variety of purposes and cultural perspectives, ranging from the Indian epic The Ramayana to accounts of Hurricane Katrina told through different media. Audio and video presentations enhance students' awareness and command of rhetorical techniques and increase their understanding of writing for different audiences.

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The attached file "Assignment 2.2 - Sub Cipher.txt" is the text of the first chapter of an English language book encrypted with a historic cipher. Using your cryptanalytic skills, what is the title of the book?

To decrypt the message in the file "Assignment 2.2 - Sub Cipher.txt" and find the title of the book, you will need to use cryptanalysis . Here are the steps you can follow to solve the problem:

1. Identify the cipher used in the file: The first step is to determine the cipher used to encrypt the text. Looking at the file name, we know that it is a substitution cipher.

2. Analyze the ciphertext: Once you have identified the cipher, analyze the ciphertext. Look for repeating patterns, such as double letters, common words, or frequent combinations of letters.

3. Use frequency analysis: Frequency analysis is a common technique for solving substitution ciphers. By analyzing the frequency of letters in the ciphertext, you can determine which letters correspond to which plaintext letters.

4. Solve the cipher: Using the information gathered in the previous steps, you can start decrypting the message. Begin by replacing the most frequent letters with the corresponding plaintext letters. Continue until you have decrypted the entire message.

Once you have decrypted the message, you can read the first chapter of the book and determine its title. Without the decrypted message, it is impossible to know the title of the book.

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Related Questions

I need help with converting C code to MIPS code, #include #include int main(){ int x = 0; int total = 0; for (x = 0; x < 21; x++){ if ((x & 2) == 2) // (x & 2 ) == 2 when x has bit2 = 1 total = total + x; } // printf is for C code only // do not convert to MIPS code printf("calculated total is %d \n", total); }

The given C code initializes variables x and total, then uses a loop to iterate from 0 to 20. Inside the loop , it checks if the second bit of x is set (i.e., equal to 1), and if so, adds x to the total variable. Finally, it prints the calculated total using the printf function. The task is to convert this C code into MIPS assembly code.

To convert the given C code to MIPS assembly code , we need to translate each statement and control structure into their corresponding MIPS instructions. Here's a step-by-step breakdown:

Initialize variables:

Allocate memory for variables x and total using the .data section.

Set their initial values to 0 using .word directives.

Loop structure:

Use a label to mark the start of the loop.

Initialize x to 0.

Use a register , such as $t0, to store the loop condition (21 in this case).

Use a branch instruction (blt) to compare x with the loop condition and branch to the loop's end if the condition is not met.

Inside the loop:

Use the bitwise AND operation (and) to check if the second bit of x is set (i.e., x & 2 == 2).

If the condition is true, add x to total using an addition instruction (add).

Increment x by 1.

Print the total:

Load the address of the string to be printed using the .data section.

Move total to a register, such as $a0, as an argument for printing.

Use the li instruction to load the appropriate service number for printing an integer.

Call the syscall instruction to print the calculated total.

Remember to use appropriate register allocations and follow MIPS assembly syntax conventions.

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Repeatedly - Pick a random index in the middle of the string - Display to the user the 50 characters preceding that index (in such a way that they can tell if what you displayed ended in a space character or not) - Have the user type a single character - Record if that typing was correct 3 After some fixed number of iterations (20 might make sense), display - The ratio of correct guesses (e.g.," - The estimated bits of entropy per letter of the text, which is log 2 ​ (g÷r) where g is the total number of guesses made and r is the number that were correct (e.g., 0.5145731728297582 for 14 of 20 correct).

After some fixed number of iterations (20 might make sense), display: the ratio of correct guesses (e.g. 14 of 20 correct) and the estimated bits of entropy per letter of the text, which is log 2 (gr), where g is the total number of guesses made and r is the number that was correct (e.g., 0.5145731728297582 for 14 of 20 correct).

There are different ways to calculate entropy but one way to do it is as follows:

Count the number of occurrences of each letter of the alphabet in the text.

Calculate the probability of each letter by dividing the count of that letter by the total number of letters in the text.

Calculate the entropy of the text using the formula H = -Σ p * log2(p), where p is the probability of each letter and the sum is taken over all letters in the alphabet.

To estimate the entropy per letter, divide the entropy by the total number of letters in the text.

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SELECT Clause: (use the CITY table in the SAKILA database - that is a default database) 1-- return all the records in the city table 2- return the city_ID, and city name for all records 3-- return names of the cities whose names start with a ' J ' 4-- return all the attributes in the city table whose city names end with 'da' 5-- return city name and the country ID for the cities whose names start with 'al' and end with an ' a ' 6 -- return the city IDs and names that have an ' o ' in their city names. 7.- return all the city names and the country id where the Country ID is equal to 15 8- - return all the city names and the country id where the Country ID is not equal to 6 9-return the city names for those cities whose ids are less than 20 10-return the city names and the country id for the cities whose ids are in the range of 50 &100 (do not include 50&100 ) 11-return the city names and country id if the city name starts with a P or N 12-- return all the city names arranged in alphabetical order (A−Z) 13- return all the city names arranged in the reverse alphabetical order (Z-A) 14-- return only the unique city names 15-- use a computed column that divides the country id by 10 16-- use query 15 again and rename the computed column to 'Country id by Tens' 17-- use a computed column that multiplies the country id by 10 and renames it as 'country10times' 18-return all the city names and the country id where the City ID is not equal to 6 and arrange them in descending order of the country id. 19- return the city names and the country id where the Country ID is greater than 100 and city id is less than 10 20--return the city attributes in the city table where the country id is equal to 2 and arrange the data in descending order of city id. Also use aliases for the city as city_name.

Here are the SQL queries for the given SELECT clauses using the CITY table in the SAKILA database:

Return all the records in the city table:

SELECT * FROM city;

Return the city_ID and city name for all records:

SELECT city_id, city FROM city;

Return names of the cities whose names start with a 'J':

SELECT city FROM city WHERE city LIKE 'J%';

Return all the attributes in the city table whose city names end with 'da':

SELECT * FROM city WHERE city LIKE '%da';

Return city name and the country ID for the cities whose names start with 'al' and end with an 'a':

SELECT city, country_id FROM city WHERE city LIKE 'al%a';

Return the city IDs and names that have an 'o' in their city names:

SELECT city_id, city FROM city WHERE city LIKE '%o%';

Return all the city names and the country ID where the Country ID is equal to 15:

SELECT city, country_id FROM city WHERE country_id = 15;

Return all the city names and the country ID where the Country ID is not equal to 6:

SELECT city, country_id FROM city WHERE country_id <> 6;

Return the city names for those cities whose IDs are less than 20:

SELECT city FROM city WHERE city_id < 20;

Return the city names and the country ID for the cities whose IDs are in the range of 50 and 100 (excluding 50 and 100):

SELECT city, country_id FROM city WHERE city_id > 50 AND city_id < 100;

Return the city names and country ID if the city name starts with a 'P' or 'N':

SELECT city, country_id FROM city WHERE city LIKE 'P%' OR city LIKE 'N%';

Return all the city names arranged in alphabetical order (A-Z):

SELECT city FROM city ORDER BY city;

Return all the city names arranged in reverse alphabetical order (Z-A):

SELECT city FROM city ORDER BY city DESC;

Return only the unique city names:

SELECT DISTINCT city FROM city;

Use a computed column that divides the country ID by 10:

SELECT city, country_id, country_id/10 AS computed_column FROM city;

Use query 15 again and rename the computed column to 'Country id by Tens'

SELECT city, country_id, country_id/10 AS "Country id by Tens" FROM city;

Use a computed column that multiplies the country ID by 10 and renames it as 'country10times':

SELECT city, country_id, country_id*10 AS country10times FROM city;

Return all the city names and the country ID where the City ID is not equal to 6 and arrange them in descending order of the country ID:

SELECT city, country_id FROM city WHERE city_id <> 6 ORDER BY country_id DESC;

Return the city names and the country ID where the Country ID is greater than 100 and city ID is less than 10:

SELECT city, country_id FROM city WHERE country_id > 100 AND city_id < 10;

Return the city attributes in the city table where the Country ID is equal to 2 and arrange the data in descending order of city ID. Also, use aliases for the city as city_name:

SELECT city AS city_name, * FROM city WHERE country_id = 2 ORDER BY city_id DESC;

Make sure to replace city with the actual table name if it differs in your database.

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Write Regular Expression for following Languages. 1. L = {x over {a, b} | x starts and ends on different alphabet} 2. L = {x over {a, b} | x contains both ‘aba’ and ‘bab’ as a substring}

1. The regular expression for language L1 = {x over {a, b} | x starts and ends on different alphabet} is: (a|b)(a|b)*(a(b|ε)|b(a|ε))

2. The regular expression for language L2 = {x over {a, b} | x contains both ‘aba’ and ‘bab’ as a substring} is: (a|b)*aba(a|b)bab(a|b)

1. The language L1 consists of strings over the alphabet {a, b} where the first and last symbols are different. The regular expression to represent this language is divided into three parts. The first part, (a|b), represents either 'a' or 'b' as the first symbol. The second part, (a|b)*(a(b|ε)|b(a|ε)), represents zero or more occurrences of any symbol (a or b) in between. The third part, (a(b|ε)|b(a|ε)), ensures that the last symbol is different from the first symbol.  

2. The language L2 consists of strings over the alphabet {a, b} that contain both 'aba' and 'bab' as substrings . The regular expression to represent this language is (a|b)aba(a|b)bab(a|b). The expression (a|b) allows any combination of 'a' and 'b' before and after the required substrings. The substring 'aba' is represented by 'aba', and the substring 'bab' is represented by 'bab'. The (a|b)* before and after each substring allows for any combination of 'a' and 'b' in between 'aba' and 'bab' or before and after them.  

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A code war is destructive to the _____ process as well as to the professional image of all involved departments. a. code enforcement b. public approval c. city development d. code amendment

The correct answer is option A: code enforcement.

A code war is a situation where various departments in a city or municipality compete to enforce their different codes and regulations , often resulting in confusion and chaos.

The consequences of a code war can be damaging and far-reaching. The code enforcement process, which is meant to ensure compliance with local laws and regulations , can be undermined as departments prioritize their own interests over the greater good of the community .

This can lead to public dissatisfaction , as citizens may feel that their needs and concerns are being overlooked.

In addition, a code war can damage the professional image of the departments involved, as they may be seen as being uncooperative or unprofessional.

Overall, a code war is an extremely negative phenomenon that can have lasting consequences for all involved.

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Similar to the Global Innovation Network and analysis(GINA) example of case study in Chapter 2.8, can you provide another example of case study with brief discussions of its 6 phases? You can imagine an appropriate case study if you do not know real data in some phases. (please make it brief just for illustration purposes, less than 1 page, no need to cover every detail)

Consider a case study of a global logistics company aiming to implement a Machine Learning (ML) based solution for route optimization to enhance operational efficiency. The six phases include problem identification, feasibility study.

The problem identification phase highlighted inefficient route planning leading to higher fuel costs and delays. In the feasibility study , the use of ML algorithms to optimize routes was deemed feasible and cost-effective. The system design phase outlined how the ML model would integrate with the existing system. During system construction, the ML model was developed and trained using historical data . In the system implementation phase, the model was deployed and began providing optimized routes. Lastly, the system maintenance phase involved continuously monitoring and updating the model to ensure its accuracy and effectiveness over time.

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Find solutions for your homework Find solutions for your homework engineeringcomputer sciencecomputer science questions and answerswk 2 tutorial solution #include #include <fstream> #include <stdlib.h> #include <string> using namespace std; const int max_size = 10; char determine_grade(int smarks); void discard_line(ifstream &in); void print_students_records(string sid[], int smarks[], char sgrades[], int size); int main(){ string id[max_size]; int Question: Wk 2 Tutorial Solution #Include #Include &Lt;Fstream&Gt; #Include &Lt;Stdlib.H&Gt; #Include &Lt;String&Gt; Using Namespace Std; Const Int MAX_SIZE = 10; Char Determine_grade(Int Smarks); Void Discard_line(Ifstream &In); Void Print_students_records(String Sid[], Int Smarks[], Char Sgrades[], Int Size); Int Main(){ String Id[MAX_SIZE]; Int wk 2 tutorial solution #include #include #include #include using namespace std; const int MAX_SIZE = 10; char determine_grade(int smarks); void discard_line(ifstream &in); void print_students_records(string sid[], int smarks[], char sgrades[], int size); int main(){ string id[MAX_SIZE]; int marks[MAX_SIZE]; char grade[MAX_SIZE]; int total_records; int choice; char response; ifstream input; cout<<"This program determines the grades of students."< input.open("students.txt",ios::in); if(!input){ cerr<<"File could not be opened"< system("PAUSE"); exit(1); } discard_line(input); total_records = 0; while(input>>id[total_records]>>marks[total_records]){ total_records++; } for (int i = 0; i < total_records; i++){ grade[i] = determine_grade(marks[i]); } input.close(); print_students_records (id, marks, grade, total_records ); system("PAUSE"); return 0; } void print_students_records(string sid[], int smarks[], char sgrades[],int size){ cout<<"\n\nstudents' records"< for (int i = 0; i < size; i++){ cout<<"id: "< } cout< } char determine_grade(int smarks){ char sgrade; if (smarks >= 80) sgrade = 'A'; else if(smarks >= 65) sgrade = 'B'; else if(smarks >= 50) sgrade = 'C'; else sgrade = 'D'; return sgrade; } void discard_line(ifstream &in) { char c; do in.get(c); while (c!='\n'); } Do the following changes: i. Create a class for student so that it can encapsulate marks, id and grade. Make sure you have constructor, destructor and all setter and getter methods. ii. Delete all parallel arrays. iii. Instead of parallel arrays use just one array of student class for this program. Do all the required changes. Modify function void print_students_records to pass an object of student instead of passing students’ information separately. Syntax for the prototype of modified function should be void print_students_record (student s[], int size). Students text document ID marks S11111111 20 S22222222 65 S33333333 99 S44444444 15 S55555555 70 S66666666 10 S77777777 75

The codes that can be used to solve this have been written below

#include <iostream>

#include <fstream>

#include <string>

using n amespace std;

const int MAX_SIZE = 10;

class Student {

   string id;

   int marks;

   char grade;

   // Constructor

   Student(string _id, int _marks) {

       id = _id;

       marks = _marks;

       grade = determine_grade(marks);

   // Getter methods

   string getId() {

       return id;

   int getMarks() {

       return marks;

   char getGrade() {

       return grade;

   // Determine the grade based on marks

   char determine_grade(int smarks) {

       char sgrade;

       if (smarks >= 80)

           sgrade = 'A';

       else if (smarks >= 65)

           sgrade = 'B';

       else if (smarks >= 50)

           sgrade = 'C';

       else

           sgrade = 'D';

       return sgrade;

void discard_line(ifstream& in) {

       in.get(c);

   while (c != '\n');

void print_students_records(Student s[], int size) {

   cout << "\n\nStudents' records\n";

   for (int i = 0; i < size; i++) {

       cout << "ID: " << s[i].getId() << ", Marks: " << s[i].getMarks() << ", Grade: " << s[i].getGrade() << endl;

int main() {

   Student students[MAX_SIZE];

   int total_records = 0;

   ifstream input;

   input.open("students.txt", ios::in);

   if (!input) {

       cerr << "File could not be opened" << endl;

       system("PAUSE");

       exit(1);

   discard_line(input);

   while (input >> students[total_records]) {

       total_records++;

   input.close();

   print_students_records(students, total_records);

   system("PAUSE");

   return 0;

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what are the major steps in the software development process? cse 460

The major steps in the software development process are planning, designing, testing and implementing.

Needs identification: Needs identification is a market research and brainstorming stage of the process. Before a firm builds software, it needs to perform extensive market research to determine the product's viability.

Requirement analysis: Requirement analysis is the second phase in the software development life cycle. Here, stakeholders agree on the technical and user requirements and specifications of the proposed product to achieve its goals.

Design : Design is the third stage of the software development process. Here, architects and developers draw up advanced technical specifications they need to create the software to requirements.

Development and implementation: The next stage is the development and implementation of the design parameters. Developers code based on the product specifications and requirements agreed upon in the previous stages.

Testing : The testing phase checks the software for bugs and verifies its performance before delivery to users. In this stage, expert testers verify the product's functions to make sure it performs according to the requirements analysis document.

Deployment and maintenance: Once the software is defect-free, the developers can deliver it to customers. After the release of a software's production version, the IT software development company creates a maintenance team to manage issues clients encounter while using the product.

Therefore, the major steps in the software development process are planning, designing, testing and implementing.

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Assume your network has two routers and a separate LAN connects to each router as shown in the following figure. Now we are ready to do a role play. Two group members can act as LANs (one member for each LAN). They are responsible for all the PCs connected to their corresponding LAN. Two group members (or one member) are acting as data plane of Router 0 and Router 1. The remaining member is acting as the control plane of both routers. Now assume PC1 wants to send a message to PC3, you need to work together to support the request. Each device needs to list your configurations. Discuss the responsibilities of the control plan of the routers. Tips: How router 0 knows about the LAN 2 and router 1

In this scenario, two routers are connected to separate LANs, and a role play is conducted to facilitate communication between devices. The control plane of the routers plays a crucial role in managing and maintaining the routing tables and forwarding information. The configuration of the routers enables them to know about the existence of LANs and other routers in the network .

The control plane of the routers is responsible for managing the routing tables and maintaining communication between different networks. In this role play scenario, the control plane member is responsible for configuring and updating the routing tables of Router 0 and Router 1. To enable communication between LANs and routers, the control plane needs to perform the following tasks:

By configuring the routers and updating their routing tables, the control plane allows Router 0 to know about the existence of LAN 2 and Router 1, and vice versa. This enables the routers to route traffic between the LANs and facilitate communication between devices, such as PC1 and PC3, in different networks.

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Doxing is an example of which of the following type of malware? Select one: a. Ransomware b. Trojan c. Virus d. Worm 2 How many bits does MD5 use in its hashing algorithm? Select one: a. 128 b. 512 c. 228 d. 120 3 Which of the following is a Bluesnarfing tool? Select one or more: a. hcitool b. obexftp c. ncrack d. WPA2 4 Which of the following phishing attacks is delivered through phones? Select one: a. Spear Phishing b. Vishing c. Whaling d. Tailgating 5 In which type of attack do attackers spoof their own IP addresses and send a high volume of DNS traffic to NTP servers in order to make the NTP server unavailable? Select one: a. Cross-site Scripting b. Replay Attack c. Reflection Attack d. ARP Poisoning

1. Doxing is not an example of malware. Doxing , often known as doxing, is a kind of cyberattack that entails locating, collecting, and posting a victim's personal data with malicious intent.

2. The number of bits used by the hashing algorithm of MD5 is 128 bits. Option A is the right answer.a. 1283.

3. HCItool is a Bluesnarfing tool. Option A is the right answer.a. hcitool

4. Vishing is a phishing attack that is delivered via phone. Option B is the right answer. b. Vishing

5. The attack that involves the attacker falsifying their own IP addresses and transmitting a high volume of DNS traffic to NTP servers in order to make the NTP server unavailable is known as a Reflection attack . Option C is the right answer.c. Reflection Attack

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Three processes that share five resources of the same kind make constitute a system. For each process, a maximum of two resources are needed. Establish that the system is free of deadlocks.

To establish that the system is free of deadlocks , we need to ensure that the four necessary conditions for deadlock cannot occur in the given system.

Mutual Exclusion : At least one resource must be held in a non-shareable mode. In this case, each process needs a maximum of two resources, indicating that the resources are shareable and can be used by multiple processes simultaneously. Therefore, the mutual exclusion condition is not violated.

Hold and Wait : A process must be holding at least one resource and waiting to acquire additional resources that are currently being held by other processes. In this case, each process needs a maximum of two resources and does not hold any resources initially. Therefore, the hold and wait condition is not violated.

No Preemption : In this case, the resources are not preemptible, as each process needs a maximum of two resources, and once acquired, they are not forcibly taken away. Therefore, the no preemption condition is not violated.

Circular Wait :  In this case, there are three processes sharing the resources, and there is no possibility of a circular wait because each process needs a maximum of two resources and no process is waiting for a resource held by another process. Therefore, the circular wait condition is not violated.

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1)Cloud BI refers to .__________. a.BI systems that include a narrative or description that supports the data in addition to the traditional BI output of tables, charts, reports and dashboards b.BI systems that are delivered as software-as-a-service c.an approach to BI that provides business users with tools and infrastructure to create reports and perform data analysis without a need to rely on IT Department 2)Which of the following is not a factor for successful self-service BI? a.A deep understanding of user requirements b.Intuitive and easy to use end-user tools c.Provision of new data must be timely d.Involvement of IT Department

Cloud BI refers to (b) BI systems that are delivered as software- as-a-service. It involves providing business users with tools and infrastructure to create reports and perform data analysis without relying on the IT department. Among the given options, (d) Involvement of IT Department is not a factor for successful self-service BI. The other factors for successful self-service BI include a deep understanding of user requirements, intuitive and easy-to-use end-user tools, and timely provision of new data.

Cloud BI, as mentioned in option (b), refers to BI systems that are delivered as software-as-a-service (SaaS). This means that the BI tools and infrastructure are provided through the cloud, allowing users to access and utilize them remotely without the need for on-premises installations. Cloud BI enables business users to create reports, analyze data, and gain insights without relying on traditional IT infrastructure and department.

Successful self-service BI requires several factors to be in place. Option (d) states that involvement of the IT department is not a factor for successful self-service BI. This means that self-service BI empowers business users to perform data analysis and report creation tasks independently, without heavy reliance on IT professionals. The other options provided in the question are factors for successful self-service BI: (a) a deep understanding of user requirements ensures that the BI tools and solutions align with user needs, (b) intuitive and easy-to-use end-user tools make the self-service BI experience user-friendly and accessible, and (c) timely provision of new data ensures that users have access to up-to-date information for analysis and reporting purposes.

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Assuming we are using the Hamming algorithm presented in your text and even parity to design an error-correcting code, find the code word to represent the 8-bit information word 11011011.

The code word representing the 8-bit information word 11011011, using the Hamming algorithm with even parity, is 110011001011.

The Hamming algorithm for error-correcting codes involves adding parity bits to an information word to detect and correct errors. In this case, we have an 8-bit information word, "11011011."

To determine the code word, we need to insert parity bits at specific positions in the information word. The positions of the parity bits are powers of 2 (1, 2, 4, 8, etc.) within the code word.

Starting with the information bits , we insert the parity bits at the respective positions, leaving spaces for the parity bits:

_ 1 _ 1 0 _ 1 1 0 _ 1 1

Now, we calculate the value of each parity bit based on the information bits it covers. For each parity bit position, we consider the bits that have a 1 in the position corresponding to that parity bit. We calculate the parity by counting the number of 1s.

For the first parity bit at position 1, we consider bits 1, 3, 5, 7, 9, 11. The number of 1s is 4, so the parity bit is set to 0 to achieve even parity.

For the second parity bit at position 2, we consider bits 2, 3, 6, 7, 10, 11. The number of 1s is 5, so the parity bit is set to 1.

_ 1 1 1 0 _ 1 1 0 _ 1 1

The process continues for the remaining parity bits:

_ 1 1 1 0 0 1 1 0 _ 1 1

_ 1 1 1 0 0 1 1 0 0 1 1

The final code word, including the inserted parity bits, is 110011001011. This code word can be used for error detection and correction using the Hamming algorithm with even parity.

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Netflix expansion action/implementation plan to expand into the china market, include conducting market research

Implementing an expansion into the Chinese market requires careful planning and execution. Thorough market research, content localization, strategic partnerships, targeted marketing, and a localized user experience will be essential for Netflix to succeed in China's competitive streaming industry.

To create an action plan for Netflix's expansion into the Chinese market, it is crucial to conduct thorough market research. This research will help Netflix understand the Chinese market, its consumers, and the competition. Here is a step-by-step plan to implement Netflix's expansion into China: 1. Market Research:   - Identify the target audience: Determine the demographics and preferences of the Chinese audience. This will help Netflix tailor its content and marketing strategies to meet their needs.   - Analyze the competition: Study the existing streaming platforms in China, such as iQiyi, Youku, and Tencent Video. Understand their strengths, weaknesses, and unique features to differentiate Netflix's offerings.   - Understand Chinese regulations: Research the regulations and censorship policies imposed by the Chinese government on foreign streaming platforms. Complying with these regulations is essential for Netflix's success in China.   - Evaluate market demand: Assess the demand for streaming services in China and identify any gaps or opportunities that Netflix can leverage. 2. Content Localization :   - Translate and subtitle content: Adapt Netflix's existing content to the Chinese language by translating and subtitling TV shows and movies. This will make the content accessible to Chinese viewers.   - Acquire local content: Collaborate with Chinese production companies and acquire rights to popular local TV shows and movies. This will help Netflix cater to the preferences of Chinese viewers and increase its content library. 3. Partnerships and Distribution:   - Form partnerships: Collaborate with Chinese media companies, production studios, or telecommunications providers to establish strong partnerships. This will help Netflix navigate the local market and leverage their existing distribution networks.   - Secure licensing agreements: Obtain licensing rights for Chinese content to ensure a diverse and appealing library for Chinese viewers.   - Distribution channels: Identify the most effective distribution channels in China, such as smart TVs, mobile apps, or online platforms, to make Netflix easily accessible to Chinese consumers. 4. Marketing and Promotion:   - Build brand awareness: Develop marketing campaigns to introduce Netflix to Chinese consumers and create brand awareness. Utilize social media platforms, influencers, and traditional advertising methods.   - Tailor marketing strategies: Customize marketing messages and approaches to resonate with the Chinese audience. Consider cultural differences and preferences when designing promotional materials and campaigns. 5. User Experience:   - Enhance user interface: Optimize Netflix's user interface and user experience to cater to Chinese viewers. Take into account language preferences, browsing habits, and cultural nuances.   - Personalization and recommendations: Develop algorithms and systems to provide personalized recommendations based on Chinese viewers' preferences and viewing habits. 6. Customer Support and Localization:   - Establish customer support: Set up local customer support teams to provide assistance in Chinese and address any user queries or concerns promptly.   - Localize customer experience: Customize the user experience by integrating local payment methods, and customer support channels, and providing localized customer communication.

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Task 17: List the invoice number and invoice date for each invoice that was created for James Gonzalez but that does not contain an invoice line for Wild Bird Food (25lb). Task 18: List the item ID, description, unit price, and category for each item that has a unit price greater than the unit price of every item in category CAT. Use the ALL operator in your query. Task 19: For each item, list the item ID, description, units on hand, invoice number, and quantity ordered. All items should be included in the results. For those items that are currently not on an invoice, the invoice number and quantity ordered should be left blank. Order the results by item ID. Task 20: Repeat Task 18 using the ANY operator.

Task 17: List the invoice number and invoice date for each invoice that was created for James Gonzalez but that does not contain an invoice line for Wild Bird Food (25lb).

Task 18: List the item ID, description, unit price, and category for each item that has a unit price greater than the unit price of every item in category CAT. Use the ALL operator in your query.QuerySELECT item_id, description, unit_price, and category FROM itemsWHERE unit_price > ALL(SELECT unit_price FROM itemsWHERE category = 'CAT');

Task 19: For each item, list the item ID, description, units on hand, invoice number, and quantity ordered. All items should be included in the results. For those items that are currently not on an invoice, the invoice number and quantity ordered should be left blank.

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P2.6 Write a program that prompts the user for a measurement in meters and then converts it to miles, feet, and inches. • P2.8 Write a program that asks the user for the lengths of the sides of a rectangle. Then print - The area and perimeter of the rectangle - The length of the diagonal P2.15 Printing a grid. Write a program that prints the following grid to play tic-tac-toe. Of course, you could simply write seven statements of the form You should do it the smart way, though. Declare string variables to hold two kinds of patterns: a comb-shaped pattern and the bottom line. Print the comb three times and the bottom line once. • P2.17 Write a program that reads two times in military format (0900,1730) and prints the number of hours and minutes between the two times. Here is a sample run. User input is in color. Please enter the first time: 0900 Please enter the second time: 1730 8 hours 30 minutes • Business P2.32 The following pseudocode describes how a bookstore computes the price of an order from the total price and the number of the books that were ordered. Read the total book price and the number of books. Compute the tax ( 7.5 percent of the total book price). Compute the shipping charge (\$2 per book). The price of the order is the sum of the total book price, the tax, and the shipping charge. Print the price of the order. Translate this pseudocode into a Python program. Business P2.36 An online bank wants you to create a program that shows prospective customers how their deposits will grow. Your program should read the initial balance and the annual interest rate. Interest is compounded monthly. Print out the balances after the first three months. Here is a sample run: Initial balance: 1000 Annual interest rate in percent: 6.0 After first month: 1005.00 After second month: 1010.03 After third month: 1015.08

The example of the solutions to the programming problems that is given in the questions is given below.

In terms of P2.6: Conversion Program

# Prompt user for measurement in meters

meters = float(input("Enter measurement in meters: "))

# Convert meters to miles, feet, and inches

miles = meters * 0.000621371

feet = meters * 3.28084

inches = meters * 39.3701

# Print the converted values

print("Miles:", miles)

print("Feet:", feet)

print("Inches:", inches)

In terms of P2.8: Rectangle Properties

# Prompt user for lengths of rectangle sides

length = float(input("Enter the length of the rectangle: "))

width = float(input("Enter the width of the rectangle: "))

# Calculate area, perimeter, and diagonal

area = length * width

perimeter = 2 * (length + width)

diagonal = (length ** 2 + width ** 2) ** 0.5

# Print the calculated values

print("Area:", area)

print("Perimeter:", perimeter)

print("Diagonal:", diagonal)

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Give an example justifying why some Operating system services should be run only in protected mode.

An operating system is responsible for providing services to its users. In a modern computer system, the operating system is loaded into memory as soon as the computer is turned on. It controls the allocation of resources to applications and ensures that they do not interfere with one another.

It provides services such as memory management , file management, and process management.There are two modes that an operating system runs in: kernel mode and user mode. The kernel mode has unrestricted access to the hardware and can execute any CPU instruction , while the user mode has restricted access to the hardware and can only execute a subset of CPU instructions.There are certain services in an operating system that should be run only in protected mode.

For example, the device driver subsystem of an operating system should be run only in protected mode. The device driver subsystem is responsible for communicating with hardware devices such as the keyboard, mouse, and printer. It needs to have direct access to the hardware to perform its tasks efficiently and correctly. In kernel mode, it can access the hardware without any restrictions and can perform its tasks quickly and efficiently.

However, if it were run in user mode , it would not have direct access to the hardware and would have to rely on the operating system to perform its tasks. This would slow down the system and increase the risk of errors.In conclusion, the device driver subsystem is an example of an operating system service that should be run only in protected mode. It needs direct access to the hardware to perform its tasks efficiently and correctly. Running it in user mode would slow down the system and increase the risk of errors.

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This question concerns the DES IP box. Please enter all answers as strings of 0 's and 1's. Consider the 64 bit DES block below. 0000000000010100100000000000000010000000000000000000010000000000 Suppose that this is the initial input to DES. What will the block look like after the initial permutation (IP) is applled' If we apply the P −1 transformation to the above. what will the result be? Please enter all answers in decimal. Consider the two 6 -bit numbers x 1 ​ =010100 and x 2 ​ =010101. What is S1(x 1 ​ ) ? (in decimal) What is S1(x 2 ​ ) ? (in decimal) What is S1(x 1 ​ ⊕x 2 ​ ) ? (in decimal) What is S1(x 1 ​ )⊕S1(x 2 ​ ) ? (in decimal) This shows that S1 is non-linear with respect to x 1 ​ and x 2 ​ .

The initial input to the DES is 0000000000010100100000000000000010000000000000000000010000000000. Below is a 64-bit DES block that you must consider .

The result after the initial permutation (IP) has been applied is as follows:0000000000000010100100000000000000000000100000000000000000010000The result after the P−1 transformation has been applied is as follows:0000000100100011010001010110011110001001101010111100110111101111S1(x1) = S1(010100) = 0110, where S1 is a 4×16 matrix, and 010100 is the binary form of x1.S1(x2) = S1(010101) = 1001, where S1 is a 4×16 matrix, and 010101 is the binary form of x2.S1(x1 ⊕ x2) = S1(000001) = 0011, where S1 is a 4×16 matrix , and 000001 is the binary form of x1 ⊕ x2.S1(x1) ⊕ S1(x2) = 0110 ⊕ 1001 = 1111, where 0110 is S1(x1) in decimal and 1001 is S1(x2) in decimal. In conclusion, S1 is non-linear concerning x1 and x2.

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Create a project in NetBeans and name the project Hw03. 2. Write a JAVA program that reads a string of length 5 and prints all substrings of the string. If "abcde" is entered, your program should build all 15 substrings and print them in this order: "a" "ab" "abc" "abcd" "abcde" "be" "bcd" "bcde" "c" "cd" "cde" "de" "e" Then your program will also read an integer of 5 digits and print all "sub-numbers" of the integer. If 12345 is entered as input, your program should build all 15 numbers and print them in this order: 1 12 123 1234 12345 2 23 234 2345 3 34 345 4 45 5 ​ 3. You are NOT allowed to convert the integer input to a string for the second part of the program. 4. Test your program

The task is to create a J ava program in NetBeans named "Hw03" that reads a string of length 5 and prints all substrings of the string.

Additionally, the program should read a 5-digit integer and print all "sub-numbers" of the integer. The substrings and sub-numbers should be printed in the specified order. It is important to note that for the second part of the program, converting the integer input to a string is not allowed. To accomplish this task, you can follow these steps:

1. Create a new Java project in NetBeans and name it "Hw03".

2. Create a Java class within the project and write the necessary code to read a string of length 5 and an integer of 5 digits from the user.

3. Use loops to generate all possible substrings of the string and all sub-numbers of the integer.

  - For the string, use nested loops to iterate through all possible combinations of characters.

  - For the integer, use modulo and division operations to extract the sub-numbers.

4. Print each substring and sub-number as they are generated, following the specified order.

5. Test the program by running it and entering different inputs to ensure it produces the expected results.

By following these steps, you will be able to create a Java program in NetBeans that reads a string and an integer, generates the substrings and sub-numbers, and prints them in the specified order.

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SELECT * FROM Student,Apply,College WHERE Student.sID = Apply.sID AND Apply.cName = College.cName AND Student.GPA >1.5 AND College.cName = 'UVT' Which tree-based index is best to accelerate executing this interrogation? a)Student.sID,College.cName b)Apply.cName,College.cName c)Student.sID,Student.GPA d)Apply.sID,Student.GPA

In the context of the provided SQL query, the optimal choice for a tree-based index would be option (b) Apply.cName , College.cName.

This combination facilitates efficient execution by improving the look-up process in the JOIN operations and the WHERE clause condition.

Option (b) Apply.cName, College.cName indexes the columns used in the JOIN condition and the WHERE clause, optimizing the process of searching through records. With this index, the system can quickly find matching records from the Apply and College tables, accelerating query execution.

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In C# Please! // REMINDER, Array Indexes START AT 0 In C#. So The First Element Will Be Of Index 0. // 1. Create A Single-Dimensional Array Of Type Int. Populate It With 6 Numbers. // 2. Now Pull Out The 5th Number In The Array And Store It In A Variable Of Type Int // 3. Create A Multi-Dimensional Int Array With Two Rows, Each Row Being 5 Elements In C# please! // REMINDER, array indexes START AT 0 in C#. So the first element will be of index 0. // 1. Create a single-dimensional array of type int. Populate it with 6 numbers. // 2. Now pull out the 5th number in the array and store it in a variable of type int // 3. Create a multi-dimensional int array with two rows, each row being 5 elements long // Prepopulate it with data // 4. Now pull out the 3rd number in the 2nd row of that array and store it in a variable // 5. Create a jagged array with 4 rows. // Make the 1st row 3 columns long // Make the 2nd row 5 columns long // Make the 3rd row 2 columns long // Make the 4th row 4 columns long // Prepopulate each row with data // 6. Change the 3rd element in the 4th row. // 7. Create a list of type string // 8. Manually add 4 strings to the list. Then remove the LAST 2 elements BY INDEX. // 9. Create a dictionary where the key is of type int and the value is of type string. // Populate it with 5 elements. // 10. Print any two values from the dictionary to the console. You should pull them by key.

The C# code to create a single- dimensional array of type int. Populate it with 6 numbers as well as other factors is given below.

using System;

using System.Collections.Generic;

class Program

   static void Main()

       // 1. Create a single-dimensional array of type int and populate it with 6 numbers.

       int[] singleArray = new int[] { 1, 2, 3, 4, 5, 6 };

       // 2. Pull out the 5th number in the array and store it in a variable of type int.

       int fifthNumber = singleArray[4];

       // 3. Create a multi-dimensional int array with two rows, each row being 5 elements long.

       int[,] multiArray = new int[2, 5];

       // Prepopulate it with data

       multiArray[0, 0] = 1;

       multiArray[0, 1] = 2;

       multiArray[0, 2] = 3;

       multiArray[0, 3] = 4;

       multiArray[0, 4] = 5;

       multiArray[1, 0] = 6;

       multiArray[1, 1] = 7;

       multiArray[1, 2] = 8;

       multiArray[1, 3] = 9;

       multiArray[1, 4] = 10;

       // 4. Pull out the 3rd number in the 2nd row of that array and store it in a variable.

       int thirdNumber = multiArray[1, 2];

       // 5. Create a jagged array with 4 rows.

       int[][] jaggedArray = new int[4][];

       // Make the 1st row 3 columns long

       jaggedArray[0] = new int[3] { 1, 2, 3 };

       // Make the 2nd row 5 columns long

       jaggedArray[1] = new int[5] { 4, 5, 6, 7, 8 };

       // Make the 3rd row 2 columns long

       jaggedArray[2] = new int[2] { 9, 10 };

       // Make the 4th row 4 columns long

       jaggedArray[3] = new int[4] { 11, 12, 13, 14 };

       // 6. Change the 3rd element in the 4th row.

       jaggedArray[3][2] = 15;

       // 7. Create a list of type string.

       List<string> stringList = new List<string>();

       // 8. Manually add 4 strings to the list. Then remove the LAST 2 elements by index.

       stringList.Add("Apple");

       stringList.Add("Banana");

       stringList.Add("Orange");

       stringList.Add("Grape");

       stringList.RemoveAt(stringList.Count - 1);

       // 9. Create a dictionary where the key is of type int and the value is of type string.

       Dictionary<int, string> dictionary = new Dictionary<int, string>();

       // Populate it with 5 elements.

       dictionary.Add(1, "One");

       dictionary.Add(2, "Two");

       dictionary.Add(3, "Three");

       dictionary.Add(4, "Four");

       dictionary.Add(5, "Five");

       // 10. Print any two values from the dictionary to the console. You should pull them by key.

       int key1 = 2;

       int key2 = 4;

       Console.WriteLine("Value for key {0}: {1}", key1, dictionary[key1]);

       Console.WriteLine("Value for key {0}: {1}", key2, dictionary[key2]);

Hence, this code makes the arrays one need, changes them, and shows the actions one want.

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Create a program that reads the sales for 12 months from a file when the program starts, displays 12 months of sales data, calculates the total yearly sales and average monthly sales, and allows the user to edit the sales for any month. Save the edit changes automatically after the list is successfully updated. The chapter 6 program will be the foundation for this program which will add the IO functionality. The user will not see any difference in the console input or output with this new version. Console - Use the CSV file named monthly_sales.csv that contains the month and sales data showi above. Store the name of the file in a constant. - Write a function to open and read the CSV file. This function will not have a parameter. Each row in the file will be turned into a list that holds the month and sales value for the month. Each row list will be added to a list that is returned by the function. - Create a function that saves the monthly sales list to the CSV file. This function will take list as a parameter. - Create functions for the monthly, yearly, and edit commands. The functions will take the sales list as an input parameter. Call each function from an if statement in the main nethod. - The main method will call the function that reads the file to store the returned list of lists in the monthly sales list. - The edit function will call the function that writes to the CSV file immediately after any change to the list are completed. - The yearly function will dynamically calculate the average based on the total of all sales values in the list and the length of the list. Round the results of the monthly average to a maximum of 2 decimal digits. Formatting is not required. - The edit function will ask the user for the three-letter month and sales value and make a simple list of these two values. This simple new list will replace the current single month list in the sales list. - For the edit function, display an error message if the user doesn't enter a valid three-letter abbreviation for the month. Use the following list as the standard abbreviations. months = ['Jan', 'Feb', 'Mar', 'Apr', 'May', 'Jun', 'Jul', 'Aug', 'Sep', 'Oct', 'Nov', 'Dec']

Here's a Python program that incorporates the requested functionalities based on the given specifications:

MONTHS = ['Jan', 'Feb', 'Mar', 'Apr', 'May', 'Jun', 'Jul', 'Aug', 'Sep', 'Oct', 'Nov', 'Dec']

SALES_FILE = 'monthly_sales.csv'

def read_sales_file():

   sales_list = []

       with open(SALES_FILE, 'r') as file:

           reader = csv. reader (file)

           for row in reader:

               sales_list.append(row)

       return sales_list

   except FileNotFoundError:

       print(f"Could not find the file '{SALES_FILE}'.")

       return None

def save_sales_file(sales_list):

       with open(SALES_FILE, 'w', newline='') as file:

           writer = csv.writer(file)

           writer.writerows(sales_list)

       print(f"Successfully saved changes to '{SALES_FILE}'.")

   except IOError:

       print(f"An error occurred while saving the file '{SALES_FILE}'.")

def display_sales(sales_list):

   print("Month\t\tSales")

   print("-------------------")

   for month, sales in sales_list:

       print(f"{month}\t\t{sales}")

def calculate_yearly_sales(sales_list):

   total_sales = sum(int(sales) for _, sales in sales_list)

   average_sales = total_sales / len(sales_list)

   return total_sales, average_sales

def edit_sales(sales_list):

   month_input = input("Enter the three-letter abbreviation of the month: ")

   if month_input not in MONTHS:

       print("Invalid month abbreviation.")

       return

   new_sales = input("Enter the new sales value: ")

   month_found = False

   for i, (month, _) in enumerate(sales_list):

       if month == month_input:

           sales_list[i][1] = new_sales

           month_found = True

           break

  if not month_found:

       sales_list.append([month_input, new_sales])

   save_sales_file(sales_list)

   print("Sales data updated successfully.")

def main():

   sales_list = read_sales_file()

   if sales_list is not None:

       while True:

           print("\nMenu:")

           print("1. Display monthly sales")

           print("2. Calculate yearly sales")

           print("3. Edit sales")

           print("4. Quit")

           choice = input("Enter your choice (1-4): ")

           if choice == '1':

               display_sales(sales_list)

           elif choice == '2':

               total_sales, average_sales = calculate_yearly_sales(sales_list)

               print(f"Total yearly sales: {total_sales}")

               print(f"Average monthly sales: {average_sales:.2f}")

           elif choice == '3':

               edit_sales(sales_list)

           elif choice == '4':

               print("Quitting the program...")

               break

           else:

               print("Invalid choice. Please try again.")

if __name__ == '__main__':

To use this program, make sure you have a file named monthly_sales .csv in the same directory as the Python script. The CSV file should contain the month and sales data in the following format:

When you run the program, it will present a menu with options to display the monthly sales, calculate the yearly sales, edit the sales data, or quit the program. Simply enter the corresponding number for the desired option.

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Create a website of four webpages using and external stylesheet. The website should be a fictional animal shelter, you make up the details. First page should introduce the animial shelter and describe it's mission Second page should dedicated to dogs Third page should be dedicated to cats Fourth page should have a form collecting information about the person and which kind of animal they are interested in.

To create a website of four web pages using an external stylesheet, you can use HTML and CSS. The website should be a fictional animal shelter that you make up the details. The first page should introduce the animal shelter and describe its mission. The second page should be dedicated to dogs, and the third page should be dedicated to cats.

Finally, the fourth page should have a form collecting information about the person and which kind of animal they are interested in.To create a website of four web pages using an external stylesheet, follow these steps:

Step 1: Create a New Folder on Your Computer and Name It "Animal Shelter.

"Step 2: Create four HTML pages named index.html, dogs.html, cats.html, and contact.html.

Step 3: Open index.html and create the HTML code for the first page that introduces the animal shelter and describes its mission. Use the external stylesheet to add styles to your HTML code.

Step 4: Open dogs.html and create the HTML code for the second page that is dedicated to dogs. Use the external stylesheet to add styles to your HTML code.

Step 5: Open cats.html and create the HTML code for the third page that is dedicated to cats. Use the external stylesheet to add styles to your HTML code.

Step 6: Open contact.html and create the HTML code for the fourth page that has a form collecting information about the person and which kind of animal they are interested in. Use the external stylesheet to add styles to your HTML code.

Step 7: Save all HTML files and the external stylesheet in the "Animal Shelter" folder. You can also add images and other media files to your website and save them in this folder.

Step 8: Test your website in a web browser by opening index.html. From there, you can navigate to the other pages using the links.

The final website will have four web pages using an external stylesheet that showcase a fictional animal shelter .

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For every new thread, a data structure called PCB is created. True or false

False. A new thread does not necessarily create a data structure called PCB ( Process Control Block ).

The statement is false. The creation of a new thread does not automatically imply the creation of a PCB (Process Control Block) data structure. A PCB is typically associated with a process rather than a thread.

A PCB is a data structure that contains information about a process, including its state, program counter, register values, scheduling information, and more. It is used by the operating system to manage and control the execution of processes. Each process in an operating system typically has a corresponding PCB.

Threads, on the other hand, are lightweight units of execution within a process. They share the same memory space as the process and can access the same resources. While threads may have their own thread-specific data structures for managing thread-specific information, they do not necessarily have a separate PCB. Instead, threads often share the PCB of the process to which they belong, as they operate within the context of that process.

Therefore, the creation of a new thread does not automatically involve the creation of a PCB.

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Give an example where one or more of the preprocessing steps (such as Remove Punctuation, Remove Digits, Remove Short Words, Remove Stop Words, Stem the Words, Retain only Unique Words) would not make sense

One example where the preprocessing steps may not make sense is when analyzing a dataset that contains text in a foreign language. In such cases, removing punctuation , digits, short words, and stop words may not be applicable or beneficial.

These preprocessing steps are often designed for English text, and removing punctuation, for example, may remove important characters in other languages that are essential for understanding the meaning. Similarly, removing stop words in a different language may lead to the removal of crucial words in the text. Stemming the words may also not be effective, as different languages have their own rules for word formation. Therefore, it is important to consider the language of the text when deciding which preprocessing steps to apply.In certain cases, the preprocessing steps mentioned may not be appropriate or useful. For instance, when dealing with text in a foreign language, removing punctuation, digits, short words, and stop words may not yield meaningful results. The steps are primarily tailored for English text, and applying them to other languages can inadvertently remove crucial characters or words. Additionally, stemming the words may not be effective as different languages have their own unique rules for word formation. It is important to consider the language of the text when deciding which preprocessing steps to use, ensuring that the chosen steps align with the specific characteristics of the language being analyzed.

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Please help with a simple Python code to control a Hitec HS-311 servo. This is a list of things I want the servo to do: Set the frequency to 50 Hz. Set the initial duty cycle to 50%. As soon as the program starts, program the servo to move immediately to the CCW stop. Pause 3 seconds. Program the servo to move immediately to the CW stop.Pause 3 seconds. Program the servo to "sweep" from 180 degrees to 0 degrees and return ( 0 degrees to 180 degrees).

To control a Hitec HS-311 servo using Python , you can utilize the GPIO library (e.g., RPi.GPIO) based on the platform you are using. Here's an example code that achieves the tasks you mentioned:

import RPi.GPIO as GPIO

import time

# Set GPIO mode and pin number

GPIO.setmode(GPIO.BOARD)

servo_pin = 11

# Set frequency and initial duty cycle

frequency = 50

duty_cycle = 7.5

# Configure servo pin

GPIO.setup( servo_pin , GPIO.OUT)

servo = GPIO.PWM(servo_pin, frequency)

# Start servo

servo.start(duty_cycle)

# Move servo to CCW stop

servo.ChangeDutyCycle(2.5)

time.sleep(3)

# Move servo to CW stop

servo.ChangeDutyCycle(12.5)

# Sweep servo from 180 degrees to 0 degrees and back

for angle in range(180, -1, -1):

   duty_cycle = 2.5 + (angle / 18)

   servo.ChangeDutyCycle(duty_cycle)

   time.sleep(0.01)

time.sleep(1)

for angle in range(0, 181):

# Cleanup GPIO

servo.stop()

GPIO.cleanup()

Note: This code assumes you are using Raspberry Pi and have the RPi.GPIO library installed. Make sure to adjust the servo_pin variable to match the GPIO pin you are using to connect the servo. Also, double-check the GPIO pin numbering scheme (BOARD or BCM) according to your setup.

The code sets the frequency to 50 Hz and the initial duty cycle to 50% (7.5 ms). It then moves the servo to the CCW stop, waits for 3 seconds, moves it to the CW stop, waits again for 3 seconds, and finally performs a sweep from 180 degrees to 0 degrees and back (0 degrees to 180 degrees).

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Do as directed. Use the mapping A..Z to 1..26 Upload pictures showing your complete solution. 1. Decrypt the encrypted three-letter word 417 given the public key (n=45 173, e=5). 2. Decrypt the encrypted three-letter word 15907 given the public key (n=91 687, e=7).

Decrypting the encrypted three-letter word 417 given the public key (n=45 173, e=5):Here, n= 45 173, e= 5. We know that c=417 as it is given in the question. So, to get the plaintext message we need to use the following formula: plaintext = c^ d mod n, where d is the private key.

To calculate d, we need to use the formula,  d = e^-1 mod (p-1)(q-1), where p and q are the prime factors of n. We know that n=45 173=193 * 233. So, p=193, q=233. Using the formula, d = e^-1 mod (p-1)(q-1) = 5^-1 mod (192 * 232) = 92101 To calculate the plaintext , we use the formula, plaintext = c^d mod n = 417^92101 mod 45 173 = 703. So, the decrypted three-letter word 417 is mapped to "703" using the mapping A..Z to 1..26.

The decrypted three-letter word is GCH .  Decrypting the encrypted three-letter word 15907 given the public key (n=91 687, e=7), Here, n= 91 687, e= 7. We know that c=15907 as it is given in the question. So, to get the plaintext message we need to use the following formula, plaintext = c^ d mod n, where d is the private key .

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Write a program in C to achieve the following task on Dragon 12 Plus board: LEDs on the Dragon 12 Plus USB board count in binary from 0 to 9 and then from 9 to 0 . Upward counting should be slower than downward counting Oelay of 1 second for up count and 025 sec form down count. Test the program on Dragon board and demonstrate it to your instructor. Upload the program as a text file. Attach File

Here is the program in C to achieve the given task on Dragon 12 Plus board.

The code is as follows:Code:

#include "Dragon12_Led.h

"#include "Dragon12_delay.h"

#include "HC12_ModuleConfiguration.h"

void main(){ int i = 0;

InitializeLEDs ();

{ // Up Countingwhile(i<10){ j = 0;while(j<5){ LED_Set(LED_0,i%2);

LED_Set(LED_1,(i/2)%2);

LED_Set(LED_2,(i/4)%2);

delay_in_seconds(0.1); j++;}i++;}

// Down Counting

while(i>=0){ j = 0;while(j<20

){ LED_Set(LED_0,i%2);

LED_Set(LED_1,(i/2)%2); LED_Set(LED_2,(i/4)%2);

delay_in_seconds(0.025); j++;}i--;} i = 0;}

// End of main function

Here, we first include the required header files. In the main function, we initialize the LED lights and put the code in an infinite while loop. We first perform the upward counting in binary from 0 to 9 with a delay of 1 second by setting LED's in the required positions in the nested while loop.After that, we perform the downward counting from 9 to 0 by also setting LED's and with a delay of 0.25 seconds. Finally, we reset the value of i to 0 to start the counting again. The program can be uploaded to the Dragon board as a text file.

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What output is produced when the class TestingB is run? public class B. \{ public String a;- public int b; public double c; 3 public class TestingB \{ public static void main(String [] args) B secondB = new B(); firatB⋅b=9; secondB .c=3.2; secondB,b=6; firstB a= " d"; secondB, a= "ac"; firstB. c=1.7; System, out.printf ("%,s%d%,2f", secondB.a + firstB.a, 3∗ secondB. b−4∗ firstB. b, firstB. c - secondB. c); \} \}

When the class TestingB is run, the following output will be produced:

"acdb, -15, -1.5"

In the first paragraph, the summary of the answer is provided. The output produced by running the class TestingB is a string followed by two numbers separated by commas. The string is a concatenation of the values of the variables secondB.a and firstB.a, which are "ac" and "d" respectively, resulting in "acdb". The first number is calculated as 3 times the value of secondB.b minus 4 times the value of firstB.b, which evaluates to -15. The second number is the difference between the values of firstB.c and secondB.c, which evaluates to -1.5.

In the second paragraph, the explanation of the answer is provided. The code snippet creates an instance of class B named secondB and initializes its variables . It then attempts to modify the variables of an undefined instance named firstB, which seems to be a typographical error. The correct variable name should be secondB instead of firstB. The variables a, b, and c of secondB are assigned the values "ac", 6, and 3.2 respectively. The corrected statement assigns the value "d" to the variable a of secondB. The value 1.7 is assigned to the variable c of the incorrectly referenced instance. Finally, the printf method is used to format the output string, which includes concatenating secondB.a and firstB.a, calculating the numeric values, and displaying the results. The format specifier %,s is used to insert the string, %d is used for the integer, and %,2f is used for the double values.

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the Patient Profile tab display only. Identify the CCR information included in the HIE. Hint: These core data sets are defined on page 5 of the resource Understanding the Continuity of Care Record. 4. CCR identifier or header: Does the EHR contain this data when on the Patient Profile tab of the Pharmacy section? Answer Yes \{if all information is present) or No (if information is missing or not all information is present). Provide rationale for your answer. a. Yes b. No 5. Patient identifying information: Does the EHR contain this data when on the Patient Profile tab of the Pharmacy section? Choose Answer Yes (if all information is present) or No (if information is missing or not all information is present). Provide rationale for your answer. a. Yes b. No 6. Basic financial/insurance data: Does the EHR contain this data when on the Patient Profile tab of the Pharmacy section? Answer Yes (if all information is present) or No (if information is missing or not all information is present). Provide rationale for your answer. a. Yes b. No 7. Advance directives: Does the EHR contain this data when on the Patient Profile tab of the Pharmacy section? Answer Yes (if all information is present) or No (if information is missing or not all information is present). Provide rationale for your answer. a. Yes b. No Patient health status: Does the EHR contain the following data elements when on the Patient Profile tab of the Pharmacy section? Answer with yes (if complete) and no (if missing or incomplete). Explain your answers. Hint: These core data sets are defined on page 5 of the resource Understanding the Continuity of Care Record. (Corepoint Health, 2016) 8. Diagnoses, problems, and conditions 9. Adverse reactions and alerts list allergies by agent and symptom

The Patient Profile tab display only. Identify the CCR information included in the HIE. Hint: These core data sets are defined on page 5 of the resource Understanding the Continuity of Care Record.

A continuity of care record (CCR) is an electronic patient health record that provides a summary of a patient's health information and history. The patient profile tab displays a patient's medications, allergies, health problems, and immunization records . The following CCR information is included in the HIE:

4. CCR identifier or header: a. Yes

A CCR header is a standard, consistent way of identifying a CCR document. It should include information such as the document's creation date and time, the patient's name, and the patient's birth date. When on the Patient Profile tab of the Pharmacy section, the EHR contains this data.

5. Patient identifying information: a. Yes

Patient identifying information should include the patient's name, address, phone number, date of birth, and social security number. When on the Patient Profile tab of the Pharmacy section, the EHR contains this data.

6. Basic financial/insurance data: a. No

Basic financial/ insurance data includes insurance provider information and payment details. This information is not typically included in the Patient Profile tab of the Pharmacy section.

7. Advance directives: a. No

Advance directives are instructions given by a patient regarding the medical treatment they would like to receive in the event that they are unable to communicate their wishes. This information is not typically included in the Patient Profile tab of the Pharmacy section.

8. Diagnoses, problems, and conditions: a. Yes

The diagnoses, problems, and conditions data element should include information about the patient's current health problems and conditions. When on the Patient Profile tab of the Pharmacy section, the EHR contains this data.

9. Adverse reactions and alerts list allergies by agent and symptom: a. Yes

The adverse reactions and alerts list allergies by agent and symptom data element should include information about the patient's allergies and adverse reactions. When on the Patient Profile tab of the Pharmacy section, the EHR contains this data.

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Trump target of assassination attempt; says he was shot in ear at rally

BUTLER, Pa. — Former President Donald Trump was injured in an assassination attempt Saturday when a gunman opened fire at his campaign rally, killing one spectator and bloodying Trump’s ear.

The shooter, who appeared to take an elevated position on a rooftop outside the venue, is dead. Another two spectators were critically injured. Trump’s campaign said he was safe.

The FBI identified the shooter as 20-year-old Thomas Matthew Crooks of Bethel Park, Pennsylvania. A motive was not immediately clear.

In a harrowing and chaotic scene, Trump was about six minutes into his remarks in western Pennsylvania when pops of gunfire rang out. The Republican presidential contender grabbed his right ear and then got to the floor, where he was immediately swarmed by Secret Service agents who piled on top of him to protect him.

The agents then helped Trump to his feet, surrounded him and rushed him offstage to a waiting vehicle. Trump — with blood on the side of his head and ear — repeatedly pumped his fist in the air and waved as the crowd cheered.

Trump said in a post on Truth Social about 2½ hours later that a bullet “pierced the upper part of my right ear.”

“I knew immediately that something was wrong in that I heard a whizzing sound, shots, and immediately felt the bullet ripping through the skin,” Trump wrote. “Much bleeding took place, so I realized then what was happening.”

Trump thanked law enforcement in his online statement and extended condolences to the families of the people killed and injured.

“It is incredible that such an act can take place in our Country,” he wrote.

The shots were fired from outside the Secret Service security perimeter for the rally, according to three senior U.S. law enforcement officials.

Reporters saw smoke and heard what they initially thought were fireworks before everyone ducked and law enforcement encircled Trump.

Screams rang out from the audience as the scene unfolded.

Pennsylvania Gov. Josh Shapiro said in a statement shortly after 11 p.m. that Trump “has now left the Butler area.”

Follow live updates on the Trump rally shooting

A doctor attending the event told NBC News that he saw a man suffer a gunshot wound to the head and helped carry him from the site of the rally. Speaking in a parking lot near the event, a mother and her son who were attending the rally told NBC News that they saw people in the crowd who were injured and carried away. And in the hours after the shooting, Rep. Ronny Jackson, R-Texas, said in an interview on Fox News that his nephew was grazed on his neck by a bullet at the rally.

People remained at the scene for 10 to 15 minutes after Trump was taken away, after which they were told it was an active crime scene and all attendees were escorted out.

Trump spokesperson Steven Cheung said Trump “thanks law enforcement and first responders for their quick action during this heinous act.”

“He is fine and is being checked out at a local medical facility,” Cheung said. “More details will follow.”

Trump senior advisers and leaders of the Republican National Committee released a statement later Saturday night saying that the former president “looks forward to joining you all in Milwaukee as we proceed with our convention to nominate him to serve as the 47th President of the United States.”

The Republican National Convention, where Trump is set to officially become the GOP presidential nominee, is set to begin on Monday.

FBI leads investigation

The FBI is leading the investigation into the shooting, according to a statement from the bureau. Agents are working alongside the Secret Service, as well as state and local law enforcement, and they are treating the rally site as an active crime scene, officials said at the press conference late Saturday night.

Law enforcement used DNA to help confirm the suspect’s identity, as he did not have identification on him during the shooting, FBI Special Agent Kevin Rojek said at the press conference in Butler, without identifying Crooks.

In the aftermath of the shooting, the FBI deployed investigative agents, bomb technicians and evidence response personnel.

Rojek asked that witnesses to the shooting contact the FBI.

There is no sign that the attack has any link to a foreign actor, a U.S. official said earlier on Saturday.

House Speaker Mike Johnson, R-La., said in a statement on X that he has been briefed by law enforcement. He condemned the attack as a “horrific act of political violence at a peaceful campaign rally,” saying it “has no place in this country and should be unanimously and forcefully condemned.”

Johnson said in a later post that the House would conduct a “full investigation of the tragic events today.”

House Oversight Committee Chair James Comer, R-Ky., said in a statement on X that he was “calling on Secret Service Director Kimberly Cheatle to appear for a hearing.”

In a letter to Cheatle, Comer requested that she voluntarily appear at a committee hearing on July 22.

Biden, political world react

President Joe Biden spoke with Trump later on Saturday, according to a White House official. He also spoke with Shapiro and Butler Mayor Bob Dandoy. 

In remarks delivered from Delaware, Biden called the attack “sick” and thanked law enforcement in remarks delivered on camera.

“There’s no place in America for this kind of violence. It’s sick. It’s sick,” Biden said. “It’s one of the reasons why we have to unite this country. We cannot allow for this to be happening.”

“Everybody must condemn it,” Biden added.

Asked by a reporter whether he believed that the attack on Trump was an assassination attempt, Biden responded that he didn’t “know enough” to say at the time.

“I have an opinion, but I don’t have any facts,” he said, adding that he wanted to gather all of the facts first.

Biden also said in a statement that he is praying for Trump. He said he has been briefed on the shooting.

“I’m grateful to hear that he’s safe and doing well. I’m praying for him and his family and for all those who were at the rally, as we await further information,” Biden’s statement said. “Jill and I are grateful to the Secret Service for getting him to safety. There’s no place for this kind of violence in America. We must unite as one nation to condemn it.”

Biden learned about the attack when he was coming out of church services, according to a person familiar with the timeline of events. He wanted to address the nation as soon as he was fully briefed, the source added.

Vice President Kamala Harris has also been briefed, she said in a statement.

She said she her husband, Doug Emhoff, “are relieved that he is not seriously injured. We are praying for him, his family, and all those who have been injured and impacted by this senseless shooting.”

She added that “violence such as this has no place in our nation,” urging everyone to “condemn this abhorrent act.”

In the minutes after the incident unfolded, politicians began posting on social media that they were praying for Trump, including three vice presidential contenders, Sen. JD Vance , R-Ohio, Sen. Marco Rubio , R-Fla., and North Dakota Gov. Doug Burgum .

Donald Trump Jr., one of the former president’s children, wrote on X that his father will “never stop fighting to Save America.” His message was accompanied by a photo of his father pumping his fist with blood on his face.

Democratic leaders also released statements expressing horror.

“I am horrified by what happened at the Trump rally in Pennsylvania and relieved that former President Trump is safe,” Senate Majority Leader Chuck Schumer, D-N.Y., said o n X . “Political violence has no place in our country.”

Shapiro, Pennsylvania’s Democratic governor, condemned the attack on X, as well.

“Violence targeted at any political party or political leader is absolutely unacceptable,” Shapiro said . “It has no place in Pennsylvania or the United States.”

Shapiro added that he has been briefed on the situation and that state police were on the scene, working with federal and local partners.

Independent presidential candidate Robert F. Kennedy Jr. urged Americans to pray for Trump.

“Now is the time for every American who loves our country to step back from the division, renounce all violence, and unite in prayer for President Trump and his family,” Kennedy said .

Former Rep. Gabby Giffords, D-Ariz., who was shot in 2011, released a statement condemning political violence.

“Political violence is terrifying. I know,” she said. “I’m holding former president Trump, and all those affected by today’s indefensible act of violence in my heart. Political violence is un-American and is never acceptable — never.”

House Majority Leader Steve Scalise, R-La., who was shot and injured in 2017 when a gunman opened fire on Republicans during a baseball practice, condemned “incendiary rhetoric” ahead of the attack about a second Trump term being a threat to the country.

“That incendiary rhetoric needs to stop, because all it takes is one person who’s just unhinged to hear that and go act on it, and think that that’s their signal to go take somebody out,” Scalise said during a Fox News interview.

Trump’s campaign is in a “complete communications lockdown,” according to a message sent to staff members by James Blair, the political director for the Trump campaign and the Republican National Committee.

“Everything is OK,” Blair wrote. “We have no details to share at this time but will follow up soon with more information.”

A Biden campaign official told NBC News that the campaign is also “pausing all outbound communications and working to pull down our television ads as quickly as possible.”

This is a breaking news story and will continue to be updated.

Dasha Burns and Jake Traylor are reporting from Butler, Pa.; Megan Lebowitz from Washington, D.C.; and Chloe Atkins, Tom Winter and Jonathan Dienst from New York City.

Dasha Burns is a correspondent for NBC News.

Jake Traylor is a 2024 NBC News campaign embed.

Megan Lebowitz is a politics reporter for NBC News.

Chloe Atkins reports for the NBC News Investigative Unit, based in New York. She frequently covers crime and courts, as well as the intersection of reproductive health, politics and policy.

Tom Winter is a New York-based correspondent covering crime, courts, terrorism and financial fraud on the East Coast for the NBC News Investigative Unit.

Jonathan Dienst is chief justice contributor for NBC News and chief investigative reporter for WNBC-TV in New York.