Language and Gender research paper
Each member, write your description and analysis into a paper that is 3-5 pages, double spaced, 12 point font. This paper should not only contain your data and individual analysis but the conclusions the group has drawn. DUE MONDAY, FINALS WEEK // UPLOAD FILE TO CATALYSTSample Individual Paper (excerpt)Gender is a social construct. The idea that people who are born with one set of genitals or another automatically come equipped with all of the societal expectations and habits built into them has been proven to be incorrect, and has also been proven to be damaging. We are creatures of infinite variance and beauty, and restricting ourselves to an arbitrary set of boxes does not work to our advantage. However, this binary concept is worked deep into our core from a young age, impressed upon us from every angle, including from one of the most basic tools we use to communicate with each other: Our language. Language influences our idea of gender, and therefore can affect our actions in hundreds of subtle and not?so?subtle ways.Over the last few weeks, I participated in a group study to attempt to suss out some of the ways g ender can alter behaviors. In particular, we studied the interactions between men and women. We recorded a number of ten minute conversations between men and women of different ages, relationships, and doing different activities, and came up with some common differences between them.In our conversations, men and women spoke, on average, for . . . . [end of excerpt from 3.5 page 8 paragraph double spaced paper]TOPIC C: Language and GenderAre there differences in the way men and women speak?Observe a man and a woman talking for 10 minutes. Use the Topic C Data Sheet (attached) to record your observations.Based on your observations, summarize your findings related to language and gender.NOTE: This is a research project, so you must find a way to generate sufficient data for analysis. This means you must observe multiple sets of men and women talking together in order to formulate sound findings. You may choose to formally observe these conversations, which means you would notify your subjects and record their interaction (with audio/video/notes).You could even give each arranged pair the same discussion topic and set them loose to talk for 10 minutes.You may choose to randomly and informally observe conversations, in the dining or study areas on campus or in your workplace.Or you can have a balance of both forms of observation.You must do whatever it takes to gather enough data to conduct your research.Instructor suggests each group member analyzes and presents their own data/observations to the group, who then collects all the data, analyzes it, and compiles the findings into a cohesive presentation.To support your conclusions, present your analysis of the following questions: ú What conclusions can be made about the different ways these two people speak? ú Could the differences have been as a result of their gender? Their age? Their relationship? ú Did their physical appearances have any affect on the communication? ú How did they take turns? ú Who spoke the most? The least? Who had the most turns? Who took the longest turns? ú Who interrupted whom the most often? What did they do when they interrupted? How did gender, age, or other factors affect this? ú What type of “speech acts” did they perform? ú In what ways did they communicate about past and future events? ú How did they open and close their conversation? Did they use any social rituals? Conversation Observation 1. Age (approximate if you need to) Person A: Around 30s Person B: Around 20s2. Sex Person A: Female Person B: Male3. Physical appearance (general remarks) Person A: She is a white person who has brown long- curly hairPerson B: He is also a white person, but he looks younger than Person A.4. Speaking time (Using a stopwatch, note each time a person begins and ends a stretch of speech. Then add the total time each person spoke.) Time for Person A:4 minutes 42 seconds/10 minutes Time for Person B: 5 minutes 2 seconds /10 minutes Percent of time Person A spoke: 47%Percent of time Person B spoke: 50%Percent of time NO ONE spoke: 3%5. Number of times Person A interrupted Person B: 6 Number of times Person B interrupted Person A: 16. Number of times a person performed the following type of “act” in relation to the other person A questioning B: 4 B questioning A: 2A demanding from B: 1 B demanding from A: 0A instructing B: 2 B instructing A: 2A correcting B: 1 B correcting A: 07. Number of times each referred to:Person A Person B Past event: 22Future event: 18. Number of times each asked for clarification of some point. Person A: 2 Person B: 2If the observation included the beginning or ending of the conversation, answer questions 9, 10, and 11.First word (initiated interaction): A. Last word (closed interaction) A. From a video person A, a female speaker introduced to the listeners firstly, and passed the introduction to person B, a male speaker. Like an introduction person A closed an interaction by what she and Person A talked during a conversation, and also asked to him if he wanted to say something.Here is what we have so far
Information systems see attachment | Information Systems homework help
ÿCase Study 1: Transforming the Organization Due Week 5 and worth 175 points Congratulations! The executives are taking your information system proposal seriously. In fact, they think it has the potential to transform the way the organization works. The CIO asked you to read Connelly (2016) to think about what resources you?ll need to get your new information system up and running. Please also review the five case studies in (Basu 2015, p. 32-35) so you can recommend a change management pattern for your company to follow. Write a memo to the CIO that describes how to implement your information system into the organization. Please focus on these topics: 1. How much of the implementation work can you handle? What additional resources (people, information, time, money, etc.) will expedite the process so you don?t end up like Susie Jeffer? 2. Outline a change management strategy: What new equipment and software are necessary? What training and support will the staff need? How will the staff complete their work during the transition period? Do you anticipate other areas of resistance? 3. The CIO is very skeptical, so provide evidence that your assessment is accurate and complete. It can be difficult to admit to personal limitations! Your memo should be 3?5 pages long. References: Basu, K. K. (2015). The Leader’s Role in Managing Change: Five Cases of Technology-Enabled Business Transformation. Global Business & Organizational Excellence, 34(3), 28-42. doi:10.1002/joe.21602. Connelly, B., Dalton, T., Murphy, D., Rosales, D., Sudlow, D., & Havelka, D. (2016). Too Much of a Good Thing: User Leadership at TPAC. Information Systems Education Journal, 14(2), 34-42. CIS 500 ? Information Systems for Decision-Making ? 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. CIS 500 Page 2 of 3 Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. Points: 175 Case Study 1: Transforming the Organization Criteria Unacceptable Below 70% F Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. How much of the implementation work are you able to handle? What additional resources (people, information, time, money, etc.) will expedite the process so you don?t end up like Susie Jeffer? Weight: 30% (52.5 points) Inadequate description of strengths and limitations, only described one or the other Limited identification of resources, unclear how resources will expedite process Inadequate connection to the case study Somewhat described strengths and limitations Reasonable resources connected to limitations, info on how process will be expedited Reasonable connection made to the case study Described professional strengths and limitations Identified additional resources needed based on limitations, described how process will be expedited Applied case study lessons learned Identified project risks and scope creep, offered advice on mitigating both Provided thorough understanding of the case study and applied lessons learned to the information system 2. Outline a change management strategy: What new equipment and software are necessary? What training and support will the staff need? How will the staff complete their work during the transition period? Are there other areas of resistance that you anticipate? Weight: 30% (52.5 points) Inadequate explanation of why new equipment needed Did not propose staff training Limited explanation of how staff will continue to work Inadequate anticipation of resistance stated Somewhat explained why new equipment was needed Did not propose staff training Reasonable explanation of how staff continue to work Reasonable anticipation of resistance Explained why new hardware and software are needed Proposed staff training Explained how staff would continue work during transition Anticipated areas of resistance Connected need for change management to business needs Organized structure for staff training on implementation strategy Recommended approaches to address resistance 3. The CIO is very skeptical, so offer evidence that your assessment is accurate and complete. It can be difficult to admit to personal limitations! Inadequate evaluation of alternative assessment Limited explanation of why the Evaluated one alternative assessment Somewhat explained why the alternative Evaluated alternative assessments Explained why alternative assessments are Proposed how to mitigate personal and team limitations Proposed considerations that would interest other ÿCIS 500 ? Information Systems for Decision-Making ? 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. CIS 500 Page 3 of 3 Weight: 30% (52.5 points) alternative assessment is inaccurate or incomplete Limited evidence as to why the assessment is accurate and complete assessment was inaccurate or incomplete Reasonable evidence that the assessment is accurate and complete not as accurate or complete Provided evidence that the assessment is accurate and complete members of the Csuite 4. Clarity, persuasion, proper communication, writing mechanics, and formatting requirements Weight: 10% (17.5 points) Unclear structure, not persuasive, major grammatical errors Somewhat clear structure, limited persuasion, grammatical errors, language too simple or too wordy Clear structure, persuasive writing, minor or no grammatical errors, length and format within requirements, plain language No grammatical errors, plain language, organized by topic, references business needs, connects to technical specs, persuasivÿ
As a financial analyst or advisor who may be advising organizations
ÿChoose any US publicly traded company of your liking. Let me know which company you choose please, or your maybe two youre considering. Like withinÿ today.
Overview
Risk management is the process of identifying, analyzing, and either accepting or mitigating uncertainty in investment decision making. Risk management occurs everywhere in the financial world: when an investor buys low-risk government bonds over more risky corporate debt, when a fund manager hedges their currency exposure with currency derivatives, and when a bank performs a credit check on an individual before issuing a personal line of credit.
As a financial analyst or advisor who may be advising organizations and/or individuals on effective investment strategies, it is crucial that you understand the sources of risk and how to avoid, minimize, or mitigate risk in order to achieve the investor?s objectives.
The purpose of this final project is for you to demonstrate what you have learned about risk management in a real-world context. You will demonstrate through this project your ability to comprehensively analyze a company as a potential investment opportunity, based on its level of risk and your knowledge of risk mitigation and management techniques. This skill set will serve you well whether you are a managing within a firm, acting as an external consultant to an organization, or handling your own personal investment strategies.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Determine appropriate asset allocation strategies for ensuring optimal portfolio diversification
Analyze organizational characteristics of potential investment opportunities for identifying investments that meet asset allocation and portfolio diversification needs
Assess risk associated with potential investment opportunities for ensuring informed investment decision making that balances risk with return
Propose risk management strategies appropriate to business-specific scenarios for maximizing return
Select appropriate long-term investments from potential opportunities that minimize risk while maximizing return
Prompt
For this final project, you will research a publicly-traded US company of your choice to analyze it as a potential investment opportunity. In your analysis, you will examine risk and techniques for managing it, and synthesize your research and analysis in determining if the company is a feasible investment opportunity.
Specifically, the following critical elements must be addressed:
I. Introduction: Provide a brief overview of the company you have selected with regard to its potential as an investment opportunity. Be sure to include the following items in your overview:
a)What is the size of the company relative to other companies in the industry, both currently and historically?
b)What is the company?s leadership position in its industry? In other words, is this company considered a leader or a follower? Be sure to defend your response.
c)What is the financial position and profitability of the company, both currently and historically?
d)Analyze the company?s major product lines. How important are these major products in generating the company?s revenues? What level of success have the products enjoyed in the marketplace? What is the implication of this on the feasibility of the company as a potential investment opportunity? Consider discussing the interrelationship among product lines, revenue, and investment potential, and be sure to defend your reasoning.
II. Investment Analysis
a)What is the perception in the market of this company?s stock?
b)How would you view this stock as an individual investor? Why?
c)What asset allocation strategy might you recommend for including this company?s stock in a portfolio? Be sure to justify your recommendation(s).
d)How do you feel a portfolio manager would treat this stock and others from the same industry from an asset allocation perspective? What leads you to this conclusion?
III. Risk Analysis
a)What is a specific risk that you have identified as relevant to this company, its product(s), and its industry?
b)As which type of risk would you classify it? In other words, is it considered stand-alone, corporate, or market risk? Be sure to defend your reasoning.
c)What do you feel is the impact of the risk with regard to the company?s external environment (i.e., economic trends, regulatory landscape, and competition), as well as its internal environment (i.e., people, process, and infrastructure)?
d)To what extent do you feel this risk can be effectively balanced with return? Be sure to justify your reasoning.
IV. Risk Management Strategies
a)What risk management technique do you feel would be most appropriately employed to minimize or mitigate the effect(s) of this risk? Why?
b)Similarly, what strategies might you suggest for maximizing return in the face of this identified risk? Why?
c)What recommendations would you make in terms of determining the effectiveness of these risk/return management measures over time? Be sure to justify your recommendations.
V. Feasibility as an investment opportunity
a)Calculate one standard financial ratio from each of the broader categories of leverage, liquidity, operating, profitability, and solvency ratios for the company.
b)Compare the ratios you calculated for your company to those of its competitors/industry average, and identify discrepancies that you find. For example, an analysis of Coca Cola should include a comparison with PepsiCo, since these two companies are similar in size and scope.
c)Analyze the ratio discrepancies between your selected company and its competitors, and explain why you feel these discrepancies exist, as well as their impact on the company?s potential as an investment opportunity. Be sure to defend your reasoning.
d)What do you feel are your selected company?s strengths and weaknesses as a potential investment opportunity? What is it doing well? What do you feel are some areas in need of improvement? Be sure to defend your rationale.
VI. Conclusion:ÿBased on your overall analysis, would you recommend your selected company as an investment opportunity over its competitors? Be sure to justify your rationale.
APA Format
13-18 pgs
Please see attached Rubric
La Trobe University Melbourne Campus Opinion piece as per below
OPINION PIECEPlease note that topics listed below can also be used to write an academic essay. If you prefer to write an essay from that list of topics, rather than an opinion piece as listed here that is also okRATIONALE FOR WRITING AN OPINION PIECEIn the academy, we learn to back up opinions with evidence-based arguments. Some would go as far as saying that scholars should not disclose their own personal opinion on a topic. As you know, GSDS was built on redressing the way in which personal everyday lived experiences of the marginal were entangled in political issues that connected to a history of much deeper and broader struggles of inequality, power and justice.Popular opinion about marginalised social groups is often phobic, misleading and harmful, so GSDS scholars often start on the back foot when engaging with public debates. This assignment asks you to rise to the challenge of using your GSDS knowledge to engage with public debate. The aim of such writing is to influence and persuade readers of a position, perhaps introduce a new or nuanced perspective on a tired argument, or even change the very terms of debate.The difficulty with writing an opinion piece with academic knowledge is that the language of the public sphere aligns more readily with mainstream common sense and unfortunately sometimes also with popular prejudice. The task of the opinion piece is to engage the reader and get them thinking, talking and acting. The tone is thus quite different from the supposed position of neutrality and objectivity of much academic writing. The challenge is to find your own voice in your acquired academic knowledge (with as little jargon as possible) to engage with public debate.CHOOSING YOUR AUDIENCE AND TOPICOpinion pieces need to be tailored to a target audience and the topic needs to find a way of connecting to readers. Imagine you are writing for a newspaper or popular journal. The type of opinion piece could suit anything from the Herald Sun, through to TeenVogue, The New Yorker, or Overland. Also have a look at opinion writing on the ABC and SBS websites. Writing a piece for a publication that you read yourself is probably the best way of working out what you want to write about and who you want to talk to.Like the mock tweet exercises on padlet, this assignment also asks you to find something that you are passionate about that relates to democracy diversity and dissent. Feel free to use the same topic you have chosen for your mock tweets, or choose a new one. Contact Carol via email or arrange a zoom meeting if you want to discuss your choice.STRUCTURE OF OPINION PIECEWith a length of 800- 1000 words you will usually around 4 or 5 paragraphs, inclusive of introduction and conclusion.There are plenty of how to guides on the internet ? a simple wikihow high school-ish guide provides a good overview of the structure that can be applied to more complicated topics. The WritetoDone website offers a nice general guide, which is useful for thinking about voice and how to write for an average (non-academic) reader. It is also useful to have a look opinion columnists whose work that you like. Search for opinion pieces by Celeste Liddle, Gary Younge, Alana Lentin, Chelsea Bond, and GSDS lecturer, Yassir Morsi for examples of good op-ed writing.ASSESSMENTYou are assessed on the task of engagement for this assignment, not the end product. You are not expected to write like those who have been doing a couple of op-eds per week for decades. You will be assessed on getting the task done and taking the risk of engaging with a public issue. Please feel free to explore your voice in writing such a piece, and enjoy the process. Possible questions:1. Examine the problem of speaking for others when the matter of legitimate representation is at issue. Use one case or more to illustrate to what extent the identity marker of a representative matters. (think about the following in constructing your answer: Do they have to belong to the identity group that they are representing? What strategies would make the matter of representation more just and enabling for marginalised groups?)2. Assess the claim that ?authentic democracy is not compatible with representation?, particularly for under-represented, marginalised groups. 3. Assess how ?culture wars? take place in relation to constructions of Australian National Identity. Pay particular attention to ways in which one or more of such categories as gender, ethnicity, class, and sexuality play a part in these debates. 4. Assess how controversial artworks have been censored or threatened censorship on the grounds of one of the following: obscenity, blasphemy, sexual explicitness, or propaganda. What does the case reveal about the status of social identity involved, and what does this imply for dealing with comparable cases? 5. To what extent do you think art is a powerful means for inciting social change? Use case studies to illustrate answer 6. To what extent do you agree with Saba Mahmood that laws around free expression are not neutral, but produce ?normative notions of religion and religious subjectivity? (Is Critique Secular? p. 150) Using one case study or more (hijab debates, multiculturalism, cosmopolitanism, satirising religious deities) to answer the question. 7. Pick a case where an identity struggle has been accused of political correctness going mad (eg. Cultural appropriation, no platforming, trigger warnings, call out and pile on culture), and highlight the most important issues that need addressing to move discussion forward.
Exp19_access_ch09_hoeassessment – food inspections 1.0
Exp19_Access_Ch09_HOEAssessment – Food Inspections 1.0
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Project Description:
Your job at the Chicago Health Inspection Agency has been fun and challenging. You have been making daily updates to the Agency’s database with the help of your boss, Anne Serdifone. The database tables may already be normalized; however, you need to examine the tables to verify this. Based on your understanding of the rules of normalization, you decide to recommend some design changes to the database.
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Start Access. Open the ÿÿdownloaded Access file named Exp19_Access_Ch09_HOEAssessment_Food_Inspections.accdb. ÿÿGrader has automatically added your last name to the beginning of the ÿÿfilename.
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Anne has asked you to review the ÿÿtable structure to see if any changes should be made. You decide to apply the ÿÿrules of normalization to the Inspections table.ÿ
ÿÿOpen the Inspections table in ÿÿDatasheet view. Look for repeating groups in the Inspections table. The ÿÿViolation field has multiple values separated by bars. This qualifies as a ÿÿrepeating group. This information has been added to a new table and will be ÿÿremoved from this table. For simplicity?s sake, the information for ÿÿinspection violations has been preloaded to a table called Violations, so ÿÿremoving the Violation field from the Inspections table is required to ÿÿconform to 1NF.ÿ
ÿÿSwitch to Design view. Click the row selector ÿÿfor the Violation field and click Delete ÿÿon the Home tab in the Records group. Click Yes when asked for confirmation, and switch to Datasheet view. ÿÿClick Yes when prompted to save.
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After you remove the Violation ÿÿfield, you will examine the Inspections table and convert to second normal ÿÿform. Examine the Inspections table and notice there are multiple Inspections ÿÿwith Dominick Cortez as the Business Owner.ÿ
ÿÿSwitch to Design view for the Inspections table. Business Owner is determined ÿÿby Business ID and are attributes of the business, not a specific inspection. ÿÿFields will need to be removed to satisfy 2NF. In a real-world scenario, you ÿÿwould need to create a separate table for this information, but the ÿÿBusinesses table is provided so you do not have to perform data entry.ÿ
ÿÿExamine the Inspections table. Click the row ÿÿselector for the Business Owner field and click Delete in the Records group of the Home tab, clicking Yes in response to the warning.ÿÿYou deleted this field because it is not functionally dependent on the entire ÿÿprimary key. Save the Inspections table. Switch to Datasheet view.
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The final step to improve the ÿÿAgency?s Inspections table is to convert to third normal form: The value of a ÿÿnon-key field cannot be functionally dependent on the value of another ÿÿnon-key field. ÿ
ÿÿLook for any non-key field values in the Inspections table that are ÿÿfunctionally dependent on another non-key field value. Facility Type ID ÿÿ(non-key) is functionally dependent on Business ID (non-key). If you know the ÿÿBusiness ID, you can determine the Facility Type ID, which will help you ÿÿdetermine the Facility Type. A table named Facility Types already exists.ÿ
ÿÿSwitch to Design view in the Inspections table. Delete the Facility Type ID field, clicking Yes in response to all warnings you ÿÿreceive. You delete the Facility Type ID field because it is functionally ÿÿdependent on the Business ID field and therefore is not allowed in the ÿÿInspections table. Normally, this would then require you to set up a new ÿÿtable, but as you already have a Facility Types table, you can simply delete ÿÿthe Facility Type ID field. Note that this may not always be the case.ÿ
ÿÿSwitch to Datasheet view, saving the table. The table now meets 3NF criteria. ÿÿClose the Inspections table.
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You will now create ÿÿrelationships for the tables in the database. Due to the changes you made to ÿÿthe design, you will add relationships to ensure the database functions ÿÿcorrectly.ÿ
ÿÿClick the Database Tools tab and ÿÿclick Relationships in the ÿÿRelationships group to show the Relationships window. Click Show Table. Click each table and click Add. Once you have added all five tables, click Close to close the Show Table dialog ÿÿbox.
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Drag the Inspection Type ID field from the Inspection Types table to the ÿÿInspection Type ID field in the Inspections table. The Inspection Types and ÿÿInspections tables are related by the common Inspection Type ID field. Select ÿÿthe Enforce Referential Integrity ÿÿand Cascade Update Related Fields ÿÿoptions. Click Create to create ÿÿthis relationship.
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Repeat the steps to connect the ÿÿBusinesses and Inspections tables via the Business ID field.
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Repeat the steps to connect the ÿÿBusinesses and Facility Types tables via the Facility Type ID field. ÿ
ÿÿYou may also notice the Inspections and Violations tables are not yet linked. ÿÿYou are leaving these tables unlinked intentionally as you want to discuss ÿÿthe contents with your supervisor.ÿ
ÿÿSave the relationships and close the Relationships window.
ÿ
Select the Inspections table, and create a basic report using the Report ÿÿtool. Save the report as Inspections Report. Close the report.
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Select the Violations table and create a report using the Report tool. Save ÿÿthe report as Violations Report. Close the report.
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Click the Create tab and click Navigation ÿÿin the Forms group. Select the Horizontal ÿÿTabs option. A new Horizontal Tabs navigation form displays. Drag the Inspections Report from the ÿÿNavigation Pane to [Add New].
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Add Business Report, Facility ÿÿTypes Report, Inspections Types ÿÿReport, and Violations Report, ÿÿin that order to the navigation form.
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Switch to Form View and click each tab to test the form. Save the ÿÿnavigation form with the default name and close the form.
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To simplify the look and ÿÿfunctionality of the database, you will hide the Navigation Pane and set the ÿÿNavigation Form to open automatically when the database is opened.ÿ
ÿÿClick the File tab, click Options, and in the Access Options ÿÿdialog box, click Current Database. ÿÿScroll to the Navigation section of the dialog box and deselect Display Navigation Pane. The ÿÿNavigation Pane will now be hidden from view. ÿ
ÿÿIn the Navigation Options, click the arrow next to Display Form: and select the newly created Navigation Form. Click OK ÿÿto close the dialog box. Click OK.ÿ
ÿÿThe Navigation Form will now display upon opening the database. Save and ÿÿclose the database. Re-open the database to test the changes. The Navigation ÿÿForm should display upon opening the database and the Navigation Pane should ÿÿnot be visible.
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Save the database. Close the ÿÿdatabase, and then exit Access. Submit the database as directed.
Exp22_excel_ch10_hoe – commodities 1.1 | Computer Science homework help
#Exp22_Excel_Ch10_HOE – Commodities 1.1ÿ
#Exp22 Excel Ch10 HOE Commodities 1.1ÿ
#Excel Chapter 10 Hands-On Exercise – Commodities
#Exp22_Excel_Ch10_HOE_Commodities
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Project Description:
You are a financial analyst for a brokerage firm. Your manager wants you to analyze commodity sales patterns of the top five brokers for the first quarter. Unfortunately, the data required to complete the analysis are distributed among several key data sources. You received basic broker information through an email and transaction information from an Access database, and you will need to retrieve real-time NASDAQ trading information from the Web. You do not want to simply copy and paste the data into the worksheet; you want to connect and transform data in Excel so that the constantly changing values are always up to date. You also want to create data visualizations to provide geospatial information and a business dashboard.
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Start Excel. Download and open ÿÿthe file named Exp22_Excel_Ch10_HOE_Commodities.xlsx. ÿÿGrader has automatically added your last name to the beginning of the ÿÿfilename.
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You have a list of client ÿÿinformation stored as a CSV file. You want to use Get & Transform Data ÿÿ(Power Query) to import the file, so the information will update as new clients ÿÿare added.ÿ
ÿÿUse Get & Transform (Power Query) to import the e10h1Client_Info.csv. Load the data. Rename the newly created ÿÿworksheet Clients.
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All commodity transactions are ÿÿstored in an Access database. You will use the Get & Transform tools to ÿÿimport this data while maintaining a connection to the database. You want to ÿÿuse the Power Query Editor to shape the data.ÿ
ÿÿUse Get & Transform (Power Query) to import the transactions table from ÿÿthe e10h1Transactions.accdb ÿÿdatabase. Load the data to a new worksheet.
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The database table you imported ÿÿcontains data that was incorrectly formatted. You will use the Power Query ÿÿEditor to reformat the data. In addition, a coworker created a list of broker ÿÿcontact information as a tab-delimited file in Notepad. You will use the ÿÿPower Query Editor to shape the data by splitting the columns and providing ÿÿunique data labels before importing it to Excel.ÿ
ÿÿUse the Power Query Editor to change the data type of the date field in the ÿÿTransaction query from Date/Time to Date format and the Purchase_Price and ÿÿSelling_Price fields to Currency.ÿ
ÿÿUse Get & Transform (Power Query) to load the e10h1Broker_Info.txt file in the Power Query Editor. Use Tab as ÿÿthe delimiter. Split the Name column using Space as the delimiter splitting ÿÿthe column at the Left-most occurrence. Rename the newly split columns Name.1 ÿÿand Name.2 First and Last respectively.ÿ
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Split the City, State column ÿÿusing Comma as the delimiter. Use Power Query to Trim the excess space off ÿÿthe newly created City, State.2 column. Split the City, State.2 column using ÿÿSpace as the delimiter. Then click or press the X located to the left of the ÿÿstep Changed Type3 in the Applied ÿÿSteps box located in the Query Settings pane.ÿ
ÿÿRename the City, State.1 column City, the City, State.2.1 column State, and the City, State.2.2 column Zip Code. Close & Load the ÿÿtransformed data and then rename the worksheet Brokers.ÿ
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Transactional information for ÿÿQuarter 4 sales are stored in a separate Access database. You will use Power ÿÿQuery to import the Quarter 4 data as a query and then append the ÿÿinformation, from the existing Transactions table.ÿ
ÿÿUse Get & Transform to load the 2024_Q4_Transactions table from the e10h1Q4_Append.accdb database in the ÿÿPower Query Editor. Then append the existing Transactions query with the data ÿÿfrom the 2024_Q4_Transactions query.ÿ
ÿÿUse the Power Query Editor to change the data type of the Date field to Date. ÿÿClose and load the appended query.
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You want to finalize the data in ÿÿyour report so it will not update if the external source is modified. You ÿÿwill ensure the external connection properties are set to not refresh the ÿÿdata when the file is opened. This change will ensure that when your report ÿÿis distributed there will be consistent data with no external connection ÿÿerrors.ÿ
ÿÿEdit the connection properties for each of the external connections so ÿÿbackground refresh and refresh the connection on refresh all are disabled.ÿ
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You have decided to enhance your ÿÿreport by using Power Pivot to create a PivotTable and PivotChart. You will ÿÿfirst enable the Power Pivot add-in, add the existing data to a data model, ÿÿand then create relationships. You want to use Power Pivot to analyze the ÿÿdata that was imported using Get & Transform. Because the data has ÿÿalready been imported, you will add the existing data to a data model.ÿ
ÿÿAdd the transaction information located in the range A1:I76 on the ÿÿTransactions worksheet to the data model.ÿ
ÿÿAdd the broker information located in the range A1:G6 on the Brokers ÿÿworksheet to the data model.ÿ
ÿÿAdd the client information located in the range A1:F19 on the Clients ÿÿworksheet to the data model.
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After adding all imported data ÿÿto the data model, you will define the relationships between the transactions ÿÿdatabase table, the broker information, and client information.ÿ
ÿÿCreate a relationship between the Transactions table Account field and ÿÿe10h1Client_Info Account field.ÿ
ÿÿCreate a relationship between the Transactions table Broker_ID field and ÿÿe10h1Broker_Info Broker_ID.
ÿ
You want to summarize the sales ÿÿof each agent in a PivotTable based on commodity. As your last step, you will ÿÿuse the relational data in the data model to create a PivotTable and ÿÿPivotChart.ÿ
ÿÿCreate a PivotTable starting in cell A1 based on the existing data model in ÿÿPower Pivot. Add the Last field to the Rows box, Date field to the Filter ÿÿbox, and Commodity to the Columns box.ÿ
ÿÿAdd the Selling_Price field to the Values box and apply Accounting Number ÿÿformat to the range B5:E10.ÿ
ÿÿAdd a Clustered Column PivotChart based on the PivotTable. Position the chart ÿÿso the upper right corner is in cell F3. Add the chart title Sales Data. Ensure the chart title appears ÿÿat the top of the chart.ÿ
ÿÿRename the worksheet Sales_Analysis.
ÿ
You want to create a 3D Map tour ÿÿthat displays your current client locations. You want to visualize locations ÿÿand client salaries.ÿ
ÿÿCreate a 3D map using the City field from the e10h1Client_Info file as the location. Add Earnings as the Height ÿÿdimension and the Account field as the Category dimension.ÿ
ÿÿRemove the legend and save the 3D map.
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After adding the dimensional ÿÿvisualizations to the 3D Map, you want to create a tour to better view the ÿÿdata from different angles.ÿ
ÿÿCenter the map so the United States is in the center of the map area for ÿÿscene 1. Add a new scene that repositions the map to show the Eastern ÿÿseaboard. Edit scene 1 to use the Fly Over effect for a duration of 4 ÿÿseconds. Edit scene 2 to use the Push In effect.ÿ
ÿ
Save and close Exp22_Excel_Ch10_HOE_Commodities.xlsx. ÿÿExit Excel. Submit the file as directed.
HLTH Towson Powerpoint
AGING AND HEALTH 120 ? Power Point ExamPurpose: The purpose of this Power Point exam is for a student to be able to:*Identify historical and cultural perspectives on aging;*Analyze the racial, cultural, socioeconomic, and other differences among older adults; *Evaluate ethical issues regarding the treatment of the elderly;*Evaluate the stereotypes and myths of aging;*Identify global issues of aging and cultural diversity;*Evaluate the components of the health care system relevant to the aging; *Describe the effects of medication and medical intervention on the process of aging as it affects the individual and society; *Select, evaluate, use, and cite information gathered for timeliness, accuracy and validity for written, oral or visual projects.Directions: The Power Point exam is worth 100 points. The format requirements for this exam are as follows: *Font size for each title is to be set at 36.* All slide text: font size is to be set at 20.* All references in the body of the paper are to be set at a font size of 14.*Students must use four or more scientific references in this project and failure to use a minimum of 4 references will result in a deduction of 10 points per missing reference.*The text book for this course can be used only one time as a reference in the project. Do not use class notes or worksheets. = – 10 pts. if the text book for this course is used more than once.*If there are no reputable references used in the project, the highest grade that can be earned is 20 points. * DO NOT use a solid white background for the project. Select a background for the project. Failure to do so = – 15 pts. * Save and submit the power point exam as a .pptx only. Failure to do so may result in failure of the exam if the professor cannot open up the document. At the end of the exam, take a selfie of your face with either your CCBC ID or driver?s license below your chin. COVER ANY PERSONAL INFORMATION WITH ONE OF YOUR FINGERS BUT MAKE SURE YOUR NAME AND PICTURE IS VISABLE. Save the picture on your cell phone as a small size and insert the picture below. Not posting the picture below will result in a 20-point deduction. Slide 1Title: State your name and the course you are enrolled in.Text: Bullet one, two and three: Explain 3 purposes of this project. Slide 2Title ? Myths and Stereotypes of Aging Bullets 1-2:- List what you think are 2 current myths of aging. NOTE: Myths are a popular belief or tradition that has grown up around something or someone Bullets 3-4: List what you think are 2 current stereotypes of aging. NOTE: stereotypes are a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.Slide 3Title: Research for Myth NOTE: Myths are a popular belief or tradition that has grown up around something or someone.Bullets 1-4: Select one of your myths and reword reputable research that does NOT support the myth you selected.State your source(s) in APA style at the bottom of the slide.Slide 4Title: Research for Stereotype Bullets 1-4: Select one of your stereotypes and reword reputable research that does NOT support the stereotype you selected.Stereotypes are a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.State your source(s) in APA style at the bottom of the slide.Slide 5Title: Ethical Issues and the Elderly Bullets 1-4: Evaluate what you think four ethical issues are regarding the elderly in the U.S.NOTE: think about the rightness, fairness, or equity of how the elderly are treated.Slide 6Title: Research Supporting Ethical Issue Bullet 1: Select one of the ethical issues from slide 5 and state why you selected this issue to be evaluated.Bullets 2-4: reword reputable research that supports one of your evaluations regarding the ethical issues of how the elderly are treated in the U.S. State your source(s) in APA style at the bottom of the slide.Slide 7 Title: Historical + Cultural Perspectives on Aging Bullet 1: select a period from the past, identify the time frame you are going to discuss and state why you chose this time frame. Bullets 2-4: reword reputable research and identify 3 customary (common) beliefs of the elderly during this period of time.State your source(s) in APA style at the bottom of the slide.Slide 8Title: Racial Differences and Older Adults in the U.S. Bullet 1: State what race you would like to analyze and why you selected this race. Bullets 2-4: Analyze 3 differences that you think exist among older adults of this race compared to older adults of another race in the U.S.Slide 9Title: Racial Differences in (name the race you analyzed in slide 8). Bullets 1-4: Reword reputable research that supports your analysis in slide 8. State your source(s) in APA style at the bottom of the slide.Slide 10Title: Socioeconomic Differences among Older Adults Bullets 1-4: Analyze 4 socioeconomic differences that you think existed between an older adult of the race you selected in slide 8 compared to the race selected in slide 8.State your source(s) in APA style at the bottom of the slide.Slide 11Title: Health Care in the U.S. Bullets 1-4: Reword reputable research and evaluate what Medicaid is.State your source(s) in APA style at the bottom of the slide.Slide 12Title: Health Care in the U.S. Bullets 1-4: Reword reputable research and evaluate what Medicare is.State your source(s) in APA style at the bottom of the slide.Slide 13Title: My Personal Health Care Bullets 1-4: Evaluate what your personal health care system is at this point in time.Slide 14Title: Medications for my Age Group Bullets 1 ? 4: Briefly describe the effects of 4 legal medications that are commonly used in your age group and what they are prescribed for.Reword your research and state your source in APA style at the bottom of the slide.Slide 15Title: Medications for the Elderly Bullets 1-4: Briefly describe the effects of 4 legal medications that are commonly used for the elderly and what they are prescribed for.Reword your research and state your source(s) in APA style at the bottom of the slide.Slide 16Title: Medications that are Illegal Bullets 1 ? 4: Describe the effects of 4 illegal medications/drugs that are commonly used for any age group and explain why you think people of that age group take those medications/drugs. Slide 17Title: Medical Interventions Bullets 1 ? 4: Describe what the medical intervention would be if a person had an adverse reaction to one of the medications in slide 16.State your source in APA style at the bottom of the slide.Slide 18Title: Global Issues of Aging Bullet 1: Select a culture in another country and identify what culture and country you selected.Bullets 2-4: Reword reputable research and identify 3 global issues of aging for that culture and country.State your source in APA style at the bottom of the slide.Slide 19Title: Cultural Issues in the U.S.Identify what you think 4 cultural diversity issues are in the U.S. and explain why you think they are issues. Slide 20Title: Summary of Exam Bullets 1-4: What are 4 helpful insights that you have learned from doing this Power Point exam?Slide 21Take a selfie of your face with either your CCBC ID or driver?s license below your chin. COVER ANY PERSONAL INFORMATION WITH ONE OF YOUR FINGERS BUT MAKE SURE YOUR NAME AND PICTURE IS VISABLE. Save the picture on your cell phone as a small size and insert the picture below. Not posting the picture below will result in a 20-point deduction.
Investigative journal (course: investigative digital forensics)
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Throughout this course, you will be keeping an investigative journal. The purpose of this journal is to archive any artifacts and information that may support your final projects. You will submit it as part of Milestone One and receive points within the milestone rubric for this. Additionally, it will assist you by allowing you to organize information in a chronological order that you can easily retrieve when completing the final projects in the later modules. This journal can be kept as a Word document. You can compile journal entries within the same document and submit this document as one file submission at the end of the course with your Milestone One submission.
In your investigative journal, develop a chain of custody form to be used within a business based on forensic notes for the final project.
In your investigative journal, record how data is acquired and the tools used in the final project scenario.
In your investigative journal, record how data is acquired and the tools used in the final project scenario.
In your investigative journal, record network analysis for the final project scenario.
ISE 640 Final Project Forensic Notes
Use the information in this document to help you complete your final project.ÿ
Drew Patrick, a director-level employee, is stealing intellectual property from a manufacturing company. The company is heavily involved in high-end development of widgets. Drew has access to corporate secrets and files. He is planning on leaving the company, taking the intellectual property with him, and going to work for a competitor. There is suspicion of him doing this, so human resources (HR) notified the information technology (IT) department to monitor Drew?s past history. An internal investigation is launched due to Drew?s abnormal behavior. The IT department confirms that they have found large files and emails. Forensics identified unauthorized access, transmission, and storage of intellectual property by Drew. Evidence found will be used to support legal civil and criminal proceedings.ÿ
Scenario ACME Construction Company designs, manufactures, and sells large construction vehicles that can cost upwards of a million dollars. They spent hundreds of thousands of hours redesigning their premier excavator. Every piece that goes into the excavator is individually designed to maximize the longevity of the equipment. Known for attention to detail, high-quality work, and industry innovation, this painstaking work is what sets ACME Construction company apart and is attributed for the excellent reputation they enjoy. This, in turn, allows them to charge a premium on their exceptionally well-built products.ÿ
Drew Patrick is a senior manager directly involved with the overall development of ACME?s excavators. His role provides him with access to design documentation, schematics, support documents, and any other technical references maintained in the company?s research and development (R&D) database. The R&D database is maintained by ACME?s information technology (IT) department, which is supported by a security operations center (SOC). The SOC uses Snort as a core component of their security information and event management (SIEM) system to keep tabs on network traffic, authentication requests, file access, and log file analysis.ÿ
The SIEM alerted SOC personnel of potential peer-to-peer (P2P) traffic originating from the internet protocol (IP) address associated with Drew?s computer. However, analysis of Active Directory logs indicated that Drew was not logged into his account at the time the files were transferred via the P2P application. ACME enforces two-factor authentication and does not allow for computer sharing. The SOC personnel began an incident report based on the identification of P2P traffic, which violates company policy. As per company policy, the SOC personnel gave human resources (HR) and the legal team the incident report. The legal team asked for further investigation. Upon further inspection of the P2P activity, several file transfers were discovered. The files transferred match the names of files in the R&D database containing intellectual property developed by Drew?s development team. Additionally, the files were transferred to IP addresses that are not owned or controlled by ACME Corporation.ÿ
Analysis of the server access logs indicated that Drew had been logging into the R&D database for several weeks prior to the external file transfers taking place. Network logs from the Intrusion Prevention Systems (IPSs) indicated that the files of interest had been transferred to Drew?s desktop computer prior to the external transfer. ACME has a strict policy against maintaining intellectual property anywhere other than the designated servers. File access logs on the R&D servers confirmed that the account belonging to Drew had copied the files in question.ÿ
At this point, fearing a loss of intellectual property, in addition to numerous policy violations, ACME called in the digital forensic team to take over the investigation. The forensics team proceeded to capture the log files from relevant computer systems and created a forensically sound copy of the hard disk drive on Drew?s computer. The log files investigated included the corporate mail, domain name server (DNS), and dynamic host configuration protocol (DHCP) servers, as well as physical access logs. Additionally, packet capture logs from the firewalls and intrusion detection system (IDS) were gathered and analyzed. This detailed investigation revealed that file transfers of intellectual property were indeed done from Drew?s computer, however, Drew?s account was not logged in at the time of the transfer. The only account active on the suspect computer was an anonymous account that had been created on 9/17/2016 at 9:57 p.m.ÿ
The following notes were provided by the Forensic Team:ÿ
Forensic Team Investigation Notes Notes from the investigative team about the forensic findings of the hard drive image obtained from Drew Patrick?s hard drive:ÿ
? Chain of custody document was begun with the sizing of the Western Digital Hard Drive 500 GB with serial number NB497356F from Drew Patrick?s computer. ? Hard drive was duplicated using forensic toolkit (FTK) software to preserve the original hard drive image. A hash was created for the original and the copied image to prove both images were the same. ? The operating system of the image was Windows-based. The operating system used a new technology file system (NTFS) file structure. ? The hard drive was analyzed using Autopsy and Windows Forensic Toolchest. The sort and index functions were used to isolate the files needed for further analysis. These files include types SQL, Excel, email, chat, and HTML. Slack space was also analyzed.ÿ
Files and Findings EMAIL (Microsoft Outlook): Numerous emails were found that contained references to proprietary information. Some emails were to non-ACME Corporation email accounts, and they promised information pertaining to equipment design. Follow-up emails were found that asked for assurance of a promised managerial position.ÿ
CHAT (AOL Instant Messenger): Several chat conversations were recovered containing information about possession of proprietary documents.ÿ
SQL (Microsoft Database): SQL database files revealed proprietary information and connection logs to a remote SQL server. Two additional SQL database files were encrypted and were not successfully unencrypted.ÿ
EXCEL (Microsoft Excel): Numerous Excel files were located on the hard drive. These files contained parts list and parts specifications concerning proprietary construction equipment. These files had csv and xls extensions.ÿ
HTML: Recovered internet web browser cache revealed that the dark web was searched for proprietary information brokers. An email address was created to correspond in the dark web for buyer transactions called [emailÿprotected] Internet cache also revealed that YouTube was searched for the subjects ?selling intellectual property? and ?selling on the dark web.? Recovered internet browser history revealed pictures and illustrations on encrypting SQL database files. Internet browser history also revealed searches concerning how to exploit the vulnerabilities of an SQL database.ÿ
SLACK SPACE (hidden data and temporary files): Hidden information in the slack space was revealed to contain temporary internet files on searches for ?advertising stolen data? and ?hacking sql servers.? These files, once revealed, were in plain text and read using Notepad.
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ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿDelivery
four and half pages single spacing not double please, correct and clear citations, submit your investigative journal that outlines most of the basics from each of the modules upon which you based your notes. using 12-point Times New Roman font. You should use current APA style guidelines for your citations and reference list.
is iran an islamic republic, a theocracy, or something else?
ÿRESPOND to each post150 words EACH
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POST ONE
ÿÿÿÿÿAccording to Kesselman, Krieger and Joseph, ?Iran is a mixture of theocracy and democracy?. (Kesselman, Krieger and Joseph, 2013)ÿ My understanding after the assigned reading is that Iran is technically more a theocracy then a democracy and the alleged democracy in place is not a democracy at all. The only democratic-like thing is the election of the president and clerics but they may also be skewed due to the control over the media. The president is elected by the people but the high religious figures are the ones with the real power. They control the functions of the government most of the time.
Another factor that comes into play when trying to understand the political system of Iran is the type of ?democracy? that it uses. In a true democracy all citizens have equal rights. But, in Iran where it is ruled and inhabited by a certain sect of the Islam religion, Shi?ism, only the Shia are looked at as equals. Christians, Jews (the very small percentages) and even Sunni Muslims are looked at differently. According to Kesselman, Krieger and Joseph, the amount of Muslims in Iran that are Shia account for roughly 90% of the population. The remaining 10% probably have no voice at all. (Kesselman, Krieger and Joseph, 2013)
Because the Islamic Republic of Iran is a just that, an Islamic Republic, I am not sure that it is capable of true democracy. Two things in the Kesselman text stood out to me. First, when the fact that Khomeini said that Islam and democracy are compatible. I will argue that they are not since women and people of different religions are not viewed as equal. Another thing that surprised me at first but does not at all now is how Khomeini allegedly sent funds to fundamentalist groups around the world. What is more interesting is that Iran was initially helping with the Global War on Terrorism until Iraq came into the picture. (Kesselman, Krieger and Joseph, 2013)
The legal system also is that of a non-democratic country. Sharia law is in effect and this can cause or lead to oppression for the minorities. This article talks about the oppression that exists in the country – http://www.telegraph.co.uk/news/worldnews/middleeast/iran/11774302/Irans-reformists-hope-regime-will-temper-its-harshness.html. The people who came out and contest elections or speak poorly about leadership are jailed. ÿÿ
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POST TWO
From the readings of Kesselman, Iran seems to be a mixture of theocracy and democracy based on clerical authority and popular sovereignty, on the divine right of the clergy and the rights of the people based on early Islam and from modern democratic principles. A theocracy is a state dominated by clergy who rule on the ground that they are the one and only intrepretors of God’s will and God’s Laws. The Majiles is the Iranian Parliment from the Arabic term meaning assembly. The Guardian Council is a committee that was created in the Iranian Constitution to oversee the Parliment.
Iran has a 70% rate people who are employed and 83% are literate, they also are the second largest oil produce in the world. With these statistics Iran seems to very democratic and people consider Iran a third world country when in fact it is quite the opposite. Shiism is the official religion of Iran and Iran can also be considered a state of Islamism which is similar to political Islam and fundamentalism. The official religion of Shiism binds the elite with the masses, the government with the governed, and the rulers with the ruled.ÿIran is democratic in the sense that they conduct elections by the public, including the President, but considered a theocracy because the religioius clerics control the most powerful political positions and contains elements of democracy with some of the higher up government officials.
The State of Iran rests on the Iranian Constitution (after the 1979 Revolution) and the requirement of the ruler of Iran must be the best one qualified to intrepret Islam and enforce Muslim Laws upon the people, this is enshrined in the Consitution of the Islamic Republic of Iran. The Constitution allowss for full power in the jurisprudent to the one considered the “Supreme Leader”. The Constitution establishes a Parliment known formerly as the Islamic Consultative Assembly. Theocracy comes into play again with the consultative bodies giving absolute power in all matters to the Supreme leader and the Guardian Council. One half of the members are chosen by the Supreme Leader and the other half are picked by the Parliment to try to keep everything in balance and with fairness to both sides.
Theocracy comes into play again with some Articles in the Iranian Constitution such as Article 11 that state “All Muslims from a single nation and the government of the Islamic Republic of Iran has the duty of forumulating it general policies with a view to cultivate the friendship and cultural unity of the Islamic world.” Article 12 goes on to say there is to be respect given to all the difference schools of thought and practice in regard to religious views.
I read several articles about Iran and the first I read is titled: Bob Schieffer says Iran President Hassan Rouhani has more cabinet members with American PH.D.s than Obama. Bob Schieffer made this statement in 2013 at a forum for the Center for Stategic and International Studies. Bob Schieffer believes that Rouhani is more moderate and willing to cooperate with the West because of his cabinet members. A point was made in this article that really surprised me as it says “Iran has more holders of American PH.D.s in its presidential cablinet than France, Germany, Italy, Japan, Russia or Spain combined (Naim, Moises, 2013). This is quite astounding and it would make one believe that with these facts Iran would be far more democratic than they are given credit for. I will post the link below.
Another article I found fascinating is about a book written byFlynt and Hillary Mann, titled “Going to Tehran” and it is very controversial because it focuses on how the West does not tell the truth about Iran. The book first challenges the notion that the American government says Iran is an irrational state they also make the point about Iran being a theoretic dictatorship and they state most “Middle Easterners do not think Islamic features of Iran’s politcal system make it undemocratic.” ÿThis would be a very interesting book to read and makes me see Iran in a whole new light. (here is the link for it:)ÿhttps://consortiumnews.com/2013/06/19/explaining-irans-surprise-election/
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POST THREE
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Iran?s unique political history has helped form it into what they are today which has allowed the country to have features that combine a theocracy, democracy, and an authoritarian regime. Today Iran is known as an Islamic Republic thanks to their 1979 revolution in which Iran?s Shah, who was their ruler for nearly forty years, fled the country which ended the last of the Old Persian monarch. Since the 1979 revolution Iran?s political system has been based on both its popular sovereignty and its clerical authority which has led Iran to have some democratic and undemocratic features as well.
When we analyze Iran?s power structure today we can see that it does have similar democratic features as the U.S. For instance, Iran just like the U.S has a constitution, a president (Hassan Rouhani), political parties, elections, and an administrative structure that consists of an executive, legislative, and a judicial branch. Iran?s Executive branch consists of their President Hassan Rouhani and his cabinet which he chooses, but they have to be approved by the Majles (parliament) (Kesselman, 2012, p580). In addition, every four years Iran?s president is also chosen by the general electorate.
When bills have to be presented and passed they go to Iran?s legislature. Iran?s legislature consists of 290 seats, all of which were formed by the Majles. However, once bills are passed they do not become law until they are approved by Iran?s clerically dominated council of guardians (Kesselman, 2012, p580). Iran?s judiciary branch also plays a vital role within their Islamic system. In addition, the authority of Iran?s judiciary branch falls under their Supreme Leader (Ali, Khamenei). After Iran?s 1979 revolution their judicial system lost six decades of modernization forcing them to do a complete overhaul of their legal system which has transformed the country today.
According to Kesselman, Iran?s most undemocratic feature tends to lye with the authority of its supreme leader (Ali, Khamenei). Despite Iran?s complex political system their supreme leader has often been accused of rigging votes and electing only the presidential candidates who have complete allegiance to him and him alone (Freeman, 2013). These undemocratic practices have led to widespread violence in 2009 and if these types of activities continue the people of Iran are sure to revolt again which could destabilize the country. ÿ ÿ ÿ ÿÿ
Hi | Literature homework help
2.3.7ÿPractice:ÿMake Your Own Paid Advertisement
Practice Guide
Media Literacy (S2318458)
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Draw upon your own creative resources and create a unique advertisement for a product or service of your choosing. The advertisement should be persuasive, target a specific audience, and use media in a compelling way. You can either produce the advertisement (that is, you can use the materials and media available to you to make it) or present detailed instructions for the creation of the advertisement.
Make sure to consider the following:
What will you advertise?ÿYour advertisement might promote a product or service. What is its unique selling point? Does it have a brand identity? You can choose to advertise a real product that already exists or a product you can imagine existing ? just be sure to make your choice clear.
What form will your advertisement take?ÿWill it appear in print form? As a video? Online? You might choose to “mock up” a print advertisement or write the script for a commercial or product-placement opportunity.
Who is your target audience?ÿIs there a particular group of people you are trying to reach? Where are they found? What kinds of things do they like? In your opinion, what kinds of media are they most likely to respond to?
Before you begin, you might want to review the study sheet for this lesson and conduct some advertising research of your own. Take notes about the most effective and least effective ads you see. What about them do you find compelling, boring, or innovative?
As you begin to draft your advertisement, remember:
Many persuasive advertisements are effective because they actively engage consumers. How might you engage your consumer? Does your advertisement have a hook? Would it be appropriate to use a jingle, logo, motto, QR code, or cross-media follow-up opportunity?
Some persuasive advertisements are effective because they sneak up on consumers. Could you take advantage of a consumer’s expectations of certain forms (like newspaper articles) or incorporate subliminal strategies?
Most advertisements use a combination of rhetorical strategies to reach consumers. Are you appealing to consumers’ emotion, logic, and sense of character? Does your advertisement have a sense of urgency?
You can engage your inner artist. For example, if you are musical, you might compose a jingle or think about how you can use music to set the mood for an advertisement. Remember, too, that many advertisements rely on a combination of words and images.
Step 1: Understand the Assignment
Rewrite the assignment in your own words. Underline any important words that help you focus on the task.
Step 2: Understand Your Product
You can’t sell a product if you don’t know what it is, so take time to write a detailed description of your product. Begin by answering the following questions, then note anything you haven’t already stated.
What is your product? What does it do?ÿ
What does the product look like? What are its notable features?ÿ
How does it ? or why should it ? stand out from other, similar products? What is its unique selling point?ÿ
Who are the obvious consumers who might use this product? What about the not-so-obvious consumers to whom it might be marketed?ÿ
Step 3: Make Observations and Form Opinions
Review your notes from the lesson for information that might help you with the assignment.
One thing that came up in the lesson is that advertisements ? for many things and in many forms ? are around us all the time. Review the notes you made on advertisements you’ve seen and make a list of techniques and strategies you’ve found to be most and least effective. Underline or highlight specific techniques and strategies you might want to use in your own advertisement.ÿ
Think about your target audience. Who are they? What is unique to them? Where do the people you are trying to reach live, work, and play? What are some things they might need? What are some things they might be sensitive about?ÿ
What form do you envision your advertisement taking? Is there a form that would really reach your audience or show off your product?ÿ
Return to your list of techniques and strategies (from question 1). How could you use them in the form you’ve chosen?ÿ
What could you add to your advertisement to help it really stand out and stay in people’s minds? Depending on what format you chose, is there a catchy song or jingle you’d want to use? A specific image you want to include, or a look or style you want to create, to set your product apart? Is there a character or meme you want to create (or borrow) to be associated with your product? If you already addressed some of these ideas above, use this space to expand on them a little.ÿ
Step 4: First Draft: Script, Storyboard, or Mock-Up
Now’s it’s time to carry out your response to the last question and begin making a first draft of your advertisement. If you are making a TV, radio, video, or animated ad, try making a script or storyboard for what will happen in your commercial. If you are making a print, billboard, or Internet ad, you might try making a mockup of the images, colors, and texts you include by drawing your ideas or using collage.ÿ
You can also use a combination of these forms, too ? just make sure you use this step to begin fleshing out your advertisement ideas in a more concrete way. If you like what you make in this step, you can revise and build on it to create your final draft ? or just use this step to try some ideas out.ÿ
Creating a Script
Writing a script is one method you might choose if you are planning a filmed, radio, or animated advertisement. If you are including a jingle or original song, you can also write out the lyrics as part of your script. Here?s a sample script format to help you get started:ÿ
Writing a Script
Two robots are sitting across from each other in an artist’s studio. The brick walls behind them are crumbling. The table in front of them is covered with books, a few laptops, a television, a camera, a few cups of coffee, and a giant notepad.ÿ
Robot 1 is a female robot in her early twenties. She has a clearly developed fashion sense; she wears a jeans skirt and a vintage T-shirt. Robot 2 is a male robot of the same age. He is wearing a button-down shirt, which is not tucked into his slacks.ÿ
Robot 1: Do you know what a script looks like?ÿ
Robot 2: I used to know, but I’m not sure I remember. Remind me?ÿ
Robot 1: Well, O.K. When I write a script, the first thing I do is set the background. I describe the place where the scene is happening and who’s involved. Then I usually start with dialogue. I write the name of whoever is speaking and follow it with a colon.ÿ
Robot 2: [scratching his head] That makes sense. What about when you have to describe actions or communications that aren’t verbal?ÿ
Robot 1: I put them in brackets to set them apart: [The doorbell rings.].
Creating a Storyboardÿ
A storyboard shows what will happen moment to moment in a scene, and is especially useful for action-type advertisements. Use the different boxes (like a comic strip) to show what happens at each step ? you can include spoken elements as well, or just show the images. You can fill in the template below with your ideas ? you can even cut out the squares and rearrange them to find the most effective narrative for your advertisement.
Mocking Up an Advertisementÿ
Maybe you are working with an online or print advertisement? Use a blank sheet of paper to “mock up” a computer screen or magazine page. Consider cutting out words and pictures from other advertisements to help you generate the look or style you’d like to create when you make your own original advertisement.
Step 5: Put It All Together: Ad Time
Now it’s time to pull all your ideas, drafts, and creative resources together to create a unique advertisement for a product. Remember, your advertisement should be persuasive (appealing to logic, emotion, character, or some combination), target a specific audience, and use media in a compelling way. You can either produce the advertisement (that is, you can use the materials and media available to you to make the advertisement itself), or you can write detailed instructions for the creation of the advertisement (which may also include a script, storyboard, mock-up, or just written paragraphs explaining what the advertisement will be like).ÿ
Some things to keep in mind:
If you are producing the advertisement, what materials and media will you use? Make sure you gather together all your supplies first, so you concentrate on bringing your ideas to life! (Use your script, storyboard, or mock-up to help inform your ad?s final production.)
If you are writing detailed instructions for the creation of the advertisement, are they clear enough that someone else could follow them to produce your advertisement? (You may include your script, storyboard, or mock-up to help explain what you will make ? but make sure you revise them as necessary.)
Have fun!
Step 6: Final Draft Checklist
As you get ready to hand in your final draft, answer the following questions to make sure you completed the assignment successfully.
Make sure you:
