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Kean University Social and Historical Construction Exam Practice

Kean University Social and Historical Construction Exam Practice.

I’m working on a writing question and need a sample draft to help me learn.

Final examination is due May 5th (11:59 PM). Plagiarism will result in negative consequences and action through the Office of Academic Integrity, so please make sure your work is your own. (You’re able to click the readings in blue. If it does work I attached the readings)REQUIREMENTS: Due to Turnitin on Blackboard by no later than 11:59 p.m. on May 5th.Please double space your papers and include the author’s name and page numbers for quotations or paraphrasing. A failure to cite page numbers or an author will result in a loss of credit up to 30 points.Do not incorporate outside research or reading into this take-home examination. This examination is meant to give you the opportunity to show what you learned from the course syllabus, and anything not given directly in class is not relevant to the questions. Outside research will result in a loss of credit up to 30 points. TIPS: Each of the following questions prompts you to make an argument and substantiate that argument with examples from your readings. You do not have to create your own thesis. Instead, you need to think about how you will argue for or explain an idea that is essential to the course and field of study. Start with an introductory paragraph that introduces your take on the argument or your definition of a particular term, and then write supporting paragraphs drawing on specific examples from the readings. Specific examples means names of people/places, references to specific events, dates or chronology, specific terms, and quotations.Make sure that the examples you use include the following details: names of groups of people or important actors (including proper names drawn from the text), dates (include specific dates—like the year 1924—as well as general dates—like decades or periods such as the nineteenth century), places (names of specific neighborhoods, cities, regions, etc.), and important texts or sources from the class syllabus (include titles).Account for the complexity of race, class, nationality and any other relevant axis of difference. LGBTQ identities cannot be totally severed from the context of race, class, nationality—not to mention ableism or religious identity. Your readings account for these contexts explicitly and implicitly, and you should make sure you do so in each of your answers. Finally, don’t focus solely on one group (gay men, for example). QUESTIONSEach answer should be no fewer than 500 words, although you may write as much as you wish and still earn full credit. Social and historical construction: Using any part of Jeffrey Weeks and no fewer than three other readings from Unit 1 the syllabus, explain how behavior is different from identity, as well as the ways in which gender or sexual identity is socially constructed—or shaped by socioeconomic, cultural, legal, and other institutional processes. Cite at least one example of a person whose sexual orientation or gender identity would not be considered lesbian, gay, bisexual, or transgender in a contemporary sense, but how their identity was nonetheless “queer,” or non-normative. Finally, explain how historians can understand the historical context that distinguishes between gender identity (like cisgender versus transgender identity)and identity based on sexual orientation (like bisexual, lesbian, or gay identity). Ideally, your answer should account for the complexity of race or class.Readings-> Major Problems in the History of Sexuality.Essentialism and Social Construction.pdf only read pages 2-9, Freedman.The Prison Lesbian.pdf only read pages 397-423, Somerville.Scientific Racism and the Homosexual Body.pdf only read pages 243-266, Social regulation: Using Jeffrey Weeks’ definition of social regulation and no fewer than five readings from Unit 1 and Unit 2 of our syllabus, explain how social regulation has shaped LGBT history in the United States. Explain how medicine/medical discourse, the media, and the law have shaped ideas about gender and sexuality. Your answer should account for chronology, or change/development over time, and should cover the period from about 1920 to the 1950s. Ideally, your answer should account for the complexity of race and class.Readings-> Major Problems in the History of Sexuality.Essentialism and Social Construction.pdf only read pages 2-9, Somerville.Scientific Racism and the Homosexual Body.pdf only read pages 243-266, Zane. I did it for the uplift of humanity and the navy.pdf only read pages 279-306, D’Emilio, “Capitalism and Gay Identity”.pdf only read pages 467-476
Kean University Social and Historical Construction Exam Practice

Social influence. Social influence has a number of meanings in psychology, it is generally used to summarise the field of social psychology. Studying “how thoughts, feelings and behaviour of individuals are influenced by actual, imagined or implied presence of others” (Allport, 1968). Our social life is characterised by social influences; influences we are aware of and some we are not. As individuals we occasionally give way to social influence to fit in and at times we do it because we are not sure of the right way to feel or act and so use others as a resource of information. Our social life is also characterised by social norms, which are usually accepted ways of thinking, feeling and behaving that are shared among others in a social group. When a social group has well recognised norms, pressures arise for individuals to maintain such norm (to conform). This essay will explore a variety of examples of social influences (majority and minority effects and obedience) and explanations of why people yield to such influence. An individual is said to conform if they choose a course of action that is preferred or considered socially acceptable by the majority. Because the individual is influenced by how the majority thinks or behaves is referred to as majority influence. The fact that an individual conforms along with the majority in public, does not necessarily mean they have changed their private outlook or beliefs. Therefore, most majority influence is characterised by public compliance rather than private acceptance. Asch (1956) conducted a well recognised experiment on majority influence. The aim of the study was to find out how individuals would behave when given an unambiguous task (asking participants which of the three lines of different lengths were the same length as the standard line). All but one of the participants were confederates, who were instructed to give the same incorrect answer. Asch found, 36.8% of the responses were incorrect, indicating participants conformed to the incorrect response given by the confederates. 25% of the participants never gave a wrong answer; therefore 75% conformed at least once. The study shows a strong tendency to conform to group pressures in a situation where the answer is clear. Asch later interviewed some of his participants and found that they gave one of the three reasons why they conformed. Distortion of perception (they really thought their wrong answers were right), distortion of judgement (felt some doubt with their judgement and therefore conformed) and distortion of action (they did not want to be ridiculed). This study itself does suggest individuals are sometimes aware of social influences but yield to such influences for different reasons. Asking people to judge the length of lines is a rather irrelevant task to real life; the findings only tell us about conformity in special circumstances. For example, Williams and Sogon (1984) tested people who belonged to the same sports club and found that conformity may be even higher with the people you know. Asch was not the first psychologist to investigate majority influence. Jenness, 1932 (cited in CardwellSocial influence
San Diego State University Sociology Class Experience Reflective Essay.

Upload a reflection telling me how you are experiencing our class, the material we are learning and the exercises we have completed up to this point in our term. Please also use this opportunity to make suggestions on what you believe we could do as a class to help us engage further with one another and to support our collective learning experience. Finally, if there is anything in particular you believe I can do to support you, please include it in your reflection. Please use Times New Roman, 12 point font, double-space, with one-inch margins all around. Please type a minimum of one full page, and no more than two pages. Your header should only be your name. Only Microsoft Word or PDF files are accepted.There is no grading rubric for this reflection. All I am asking is for your sincere effort and honest reflection
San Diego State University Sociology Class Experience Reflective Essay

Physics homework help. Case Analysis With Discussion: What Are the Core Skills, Competencies, and Capabilities of Trader Joe’s?Wolfe (2009, p. 63) calls on leaders at all levels of an organization to ?view the organization as a living system, directing the flows of energies [passions and skills] within that body of people and transforming their collective energy [relationships and shared values] and effort into the products and services brought to the marketplace [to meet the organization’s Soulful Purpose].?As such, it is critical to analyze what skills, competencies, and capabilities an organization actually has, and how these energies can best be tapped to ward off external threats, seize on opportunities, and navigate into new ?blue oceans? of value creation. Indeed,ÿallÿstrategic (or not strategic!) action, and all value creation by an organization, is done through the application ofÿskillsÿ(what individual people can do [think in terms of active verbs]),ÿcompetenciesÿ(what groups of individuals can do[think organization functions]), andÿcapabilitiesÿ(what supporting plant, machinery, software, and systems/processes, etc.) can do.Indeed, in the iterative, feedback and feed-forward five-question strategy playbook framework, one of the central questions is,ÿwhich capabilities must be in place (to win)? (What skills, competencies and capabilities do you need now, and in the future?) It is to this central question that we turn to this week’s case study.To prepare for this Discussion:Review all required readings, including the Weekly Briefing, which provides additional guidance on how to complete the Assignment.Review this week?s case study. You can, and should, scan it multiple times.Retrieve and review the Value chain of activities template.Identify and review all relevant readings from the MBA Capstone Program Bibliography.Utilize information in the case study, and other basic industry research data you can find in (Hoover’s database would be a good place to start, as would Business Source Complete). Remember, you will have to search for information on the most relevant Trader Joe’s competitors, as well as Trader Joe’s to be able to make an appropriate relative ranking of resources.By Day 3, postÿa polished skills, competencies, and capabilities analysis that responds to each of the prompts below:Use your best judgment, based on the information in the case and your research, andÿrate Trader Joe’s current profile of skills, competencies, and capabilities, as identified in the detailed value chain in the case supplemental document. Fill your rating in the table and explain your rating. Use the following scale to rate and state any assumptions you make:If the skill, competency, or capability is ?World Class? (clearly best in industry and could be benchmark for other industries), rate the item a 10.If the skill, competency, or capability is ?Industry Best? (clearly number 1 or 2 in the industry), rate the item an 8.If the skill, competency, or capability is ?Industry Average,? rate the item a 5.If the skill, competency, or capability ?Needs Improvement,? rate the item a 3.If the skill, competency, or capability is a ?Critical Deficiency,? rate the item a 1.What is your average rating (which assumes that all the skills, competencies, and capabilities in the value chain were equally important)? Does this average tell you anything? What?Whatÿthree skills, competencies, or capabilities, across all categories, do you think are strategically the most important in the industry? Why?Based on your responses above, does Trader Joe’s have the capabilities in place to win? To continue to win? Why?What should Trader Joe’s do right now to leverage its competitive strengths and mitigate or improve upon competitive weaknesses?Be sure to integrate concepts and quotes from this week?s readings. To obtain an exemplary assessment, you must also integrate at least one resource from the Walden MBA Program Capstone Bibliography as well.General Guidance:ÿYour original post, due byÿDay 3, will contain two elements:Your summary response to questions 2?5 above (4 single-spaced paragraphs) that will be the body of the DQ text areaYour completed version of the Trader Joe’s supplemental table, which you should attach to your response (make sure to rename the file and append your last name first initial to the file name)Physics homework help

Conduct a community scan (resources, strengths and limitations) where you will be doing your capstone project. Select an appropriate study Essay

Conduct a community scan (resources, strengths and limitations) where you will be doing your capstone project. Select an appropriate study design to implement your project and justify your selection based on the community needs and best practice (from existing literature). Write a two-page report (single spaced) for the assignment along with a separate page for references. This paper should be a regarding Cancer within a community. DUE Friday 26th! Please let me know if you have any additional questions!

CMNS455, Final Research Paper. Topic A: History, Public Information, Manipulation, Propaganda OR Topic B: The Theory and Practice of Codes and Standards

term paper help CMNS455, Final Research Paper. Topic A: History, Public Information, Manipulation, Propaganda OR Topic B: The Theory and Practice of Codes and Standards. I don’t know how to handle this Communications question and need guidance.

Topic A: History, Public Information, Manipulation, Propaganda
The late Washington Post publisher Phil Graham referred to journalism as a “first rough draft of history.” Many journalists like to think they are producing public information of vital importance for citizens. But journalists and their media organizations sometimes use the ideal of public information as a rhetorical justification for manipulation and propaganda (whether commercial or political).
Write a research paper describing the interplay of freedom and responsibility in news production (providing examples). Your paper should:

Consider the circumstances under which reporters may agree or disagree on facts
Consider the circumstances that make it acceptable (or not) for governments or media organizations themselves to place limits on freedom of speech
Discuss the distinctions between truth and truthfulness
Consider whether it is normal/abnormal that journalists report from a particular “point of view”

As well, based on the readings in this course, differentiate between journalism, public information, manipulative discourse (with your own definitions), and propaganda and suggest solutions for journalists who want to work free of propaganda and censorship.
Topic B: The Theory and Practice of Codes and Standards
Choose three journalistic codes of ethics from Canada, the United States, Europe, and/or the Middle East. Ensure at least one of your choices is from a newspaper code and at least one is from broadcasting, so that you can highlight similarities and differences. Critique several examples of reporting by media organizations that have stated their support for these codes of ethics. Critically examine two different media (newspapers, magazines, radio, TV, or the Internet) to distinguish between their specific cultures, technological constraints, and possibilities. Examine the specific ethical challenges posed by each medium. Critically examine how news organizations are regulated by external organizations and how they regulate themselves. If you write about new media such as the Internet (online editions of news media, blogs, etc.), consider whether they are opening the way for a more interactive kind of journalism, and whether such innovative practices could make journalism more accountable, responsible, and ethical, or whether they could have the opposite effect.
Consider these questions when writing your research paper:

What are the key ethical issues raised by journalism as public information, as manipulative discourse, and as propaganda?
Is there a gap between the theory and the practice of codes and standards? If so, do you consider the gap normal or abnormal?
How has the broader social, political, and economic environment shaped professional standards for journalists and their media organizations?
What are the outstanding or future issues for ethical journalism that still need to be addressed by individual journalists and their media organizations?

Length:
12 pages (approximately 3200–3500 words)

Format:
Present your research in the form of an academic research paper with a clear thesis statement, research questions or objectives, review of related literature and other evidence, and an analytical conclusion that supports your evidence in answering the research question(s).

Criteria:
Cite all sources used within the paper and provide a complete reference list at the end of the paper, using a standard academic style such as MLA, APA, or Chicago. Please consult the Course Information’s guide to writing essays for more information.

Use both primary and secondary sources in your research. Primary sources are works produced by government departments, such as policy statements, acts, discussion documents, annual reports, and departmental website information. Newspapers and magazines as well as websites of news organizations, such as the CBC and BBC, are also good sources. You should also use at least six secondary sources: critical peer-reviewed academic papers and texts. You may include course readings, but use at least four outside sources as well.

Topic:
Choose one of the following topics (either A or B) for your research paper.

CMNS455, Final Research Paper. Topic A: History, Public Information, Manipulation, Propaganda OR Topic B: The Theory and Practice of Codes and Standards

Implementation of Wireless Receiver Algorithms

Implementation of Wireless Receiver Algorithms. Figure 1 System Specifications (Tsimenidis, 2016) Figure 2 Message format (Tsimenidis, 2016) Figure 3 Non-coherent receiver (Tsimenidis, 2016) Figure 4 Coherent receiver (Tsimenidis, 2016) Figure 5 Receiver Front-End (Tsimenidis, 2016) Figure 6 Frequency response of a passband filter (Tsimenidis, 2016) Figure 7 Band-pass filter response Figure 8 Band-pass filter input/output Figure 9 Implemented DPSK demodulator (Tsimenidis, 2016) Figure 10 Low-pass filter input/output Figure 11 Optima sample time diagram Figure 12 Symbol with 40 samples (Tsimenidis, 2016) Figure 13 Early-Late sample at an arbitrary point (Tsimenidis, 2016) Figure 14 Early-Late sample at the maximum point of power (Tsimenidis, 2016) Figure 15 Early-Late symbol synchronization input/output Figure 16 Result of non-coherent receiver detection Figure 17 IQ Downconverter (Tsimenidis, 2016) Figure 18 Sine and cosine table graphs Figure 19 Index control flow (Tsimenidis, 2016) Figure 20 Filter comparison (Tsimenidis, 2016) Figure 21 Down-conversion: x3I vs. x3Q counter clockwise Figure 22 Down-conversion: x4I vs. x4Q counter clockwise Figure 23 x6I vs. x6Q Figure 24 Averaging approach to overcome the jitter (Tsimenidis, 2016) Figure 25 Code to solve the jitter Figure 26 Principle of the differential detector (Tsimenidis, 2016) Figure 27 Constellation without Phase Offset (dI Vs dQ) Figure 28 Result of coherent receiver detection using differential coherent demodulator Figure 29 BPSK and DPSK BER comparison (Tsimenidis, 2016) Figure 30 Costas Loop algorithm (Tsimenidis, 2016) Figure 31 Costas loop: yQ vs. yI Figure 32 Message obtained using Costas loop Figure 33 BER comparison of different modulation schemes and techniques (Sklar, 1983) This project is focused on implementing and coupling several functional blocks that will allow us to detect, extract and decode a wireless message that is being broadcasted in the Merz lab of computers. In the following sections, we will find the implementations of coherent and non-coherent receivers. In the section 1 we define the basic background knowledge that will be commonly used in the posterior phases of the report. We define the basic structure and features of the transmitter as well as the message format that the system is intended to detect. Finally, we define what is a coherent and a non-coherent system and provide a classification about the different techniques. In the section 2 we will analyse the non-coherent receiver implementation from the message acquisition, going to the filter section, signal scaling and refinement, using a DPSK demodulator to define the probable symbols represented, then establishing a synchronization for the symbol and finally presenting the message obtained. The section 3 will focus in the realization of a coherent receiver, considering two possible variations on this type of implementation: the first will be developed using a differential coherent demodulator, in this technique we will not recover the carrier signal. The second implementation of this receiver, will be done using a carrier recovery technique, which is in this case a Costas Loop Algorithm. Some common blocks are done in all the possible implementations that were carried out during this project: the first is the receiver front-end which is the responsible to acquire and prepare the signal for the posterior processing. To recover the symbol synchronization, we use a technique called early-late gate, this will let us know what is the most convenient instant of the time to sample the signal. For the case of coherent signal, we must adapt this technique to apply it separately for the signal I (in-phase) and Q (quadrature). The section 4 contains analysis, conclusions and discussions of the results obtained during the realization of the phases. The last sections of the report detail the references used for further explanations and the different programs used for implementing each block. In each section, we include little further explanations that could be referred to understand the steps and details that have been done in the corresponding section. 1. Background knowledge 1.1. Aims and objectives The focus of this project is to demonstrate the implementation and the behaviour of data links using Radio Frequency as media and different techniques. Basically, we use two techniques: coherent and non-coherent implementations. A further explanation of these techniques will be done in the following sections. A second implementation of a coherent receiver will be carried out by using a phase recovery technique with the Costas Loop and coupling the posterior phase to this block. The specifications of the system to be implemented could be defined as a set of blocks connected as follows: Figure 1 System Specifications (Tsimenidis, 2016) Where the transmitter has been already implemented, therefore the work will be carried out in the receiver algorithm to obtain the final data, which of course must be in a human readable format. We also must consider that the format of the message that is being broadcasted wirelessly in the Merz lab has the following format: Figure 2 Message format (Tsimenidis, 2016) 1.2. Digital modulation The digital modulation process refers to a technique in which the digital representation of the information is embedded in a signal, a carrier typically a sinusoidal signal, in such a way that this information will modify an established parameter of the signal. We can define a sinusoidal carrier in a general way as a signal that will correspond to the equation: Where the information could be embedded in this will be called amplitude modulation, if the parameter this will be called frequency modulation and finally the phase modulation will be obtained if we embed the data in the expression. Regard to the symbol this is called the angular frequency, it is measured in radians per second, this is related to the frequency (f) expressed in Hertz by the expression. 1.3. Coherent and non-coherent detection Considering the receiver side, we can classify the demodulation or detection based on the use of the carrier’s phase information in the process of information recovery. In the case that the receiver uses this information to detect the signals it will be called coherent detection, and non-coherent detection otherwise. This are also called synchronous and asynchronous detection, respectively. Coherent Non-Coherent Phase Shift Keying (PSK) Diferential Phase Shift Keying (DPSK) Frecuency Shift Keying (FSK) Frecuency Shift Keying (FSK) Amplitude Shift Keying (ASK) Amplitude Shift Keying (ASK) Continuous Phase Modulation (CPM) Continuous Phase Modulation (CPM) Figure 3 Non-coherent receiver (Tsimenidis, 2016) Figure 4 Coherent receiver (Tsimenidis, 2016) 2. Non-coherent receiver 2.1. Receiver Front-End This segment of the non-coherent receiver will consist of the first two blocks, which are common for both coherent and non-coherent implementations. Figure 5 Receiver Front-End (Tsimenidis, 2016) The first block is the responsible to take a sampled input expressed as bits, represent it as a float number and then normalise it to a range /- 1.0. The second stage applies a bandpass filter to the signal, this will attenuate the parasites components of frequency that could contaminate the signal that we received. Figure 6 Frequency response of a passband filter (Tsimenidis, 2016) To design the passband filter we must consider the following information: let = 4800 Hz, data rate = 2400 bps and sampling frequency = 48000 Hz. These assumptions, led us to the following results: Lower passband cut-off frequency: = – = 3600 Hz Upper passband cut-off frequency: = = 6000 Hz Lower stopband cut-off frequency: = – = 1200 Hz Upper stopband cut-off frequency: = = 8400 Hz The implementation of the filter will be done using the sptool command of Matlab, using the above defined values as parameters for the filter. The following figure shows the result obtained in the realization of the lab, considering the number of filter coefficients of 101. Figure 7 Band-pass filter response Figure 8 Band-pass filter input/output 2.2. DPSK demodulator To implement the non-coherent detection, we are going to use a DPSK demodulator, which was previously categorized as a non-coherent technique. The DPSK demodulator will take advantage of two basic operation that occur on the transmitter: the first is the differential encoding, and the second is the phase-shift keying. In the transmitter, the signal will be advanced in phase, with respect to the current signal, if the symbol to be sent is 0, and the phase will be preserved if the bit corresponds to 1. In the side of the receiver, we have memory that will be able to compare the phase of two successive bit intervals, i.e. it determines the relative difference in phase of these two, determining the correspondent symbols without the need of having information about the phase of the signal in the transmitter. Figure 9 Implemented DPSK demodulator (Tsimenidis, 2016) The FIR matched filter block will correspond to a low-pass filter, this is required because the demodulation process, as it is a multiplication between two sinusoidal signals, will generate a low-band signal and a high-band signal, where the second one should be filtered. 2.3. Symbol synchronisation The symbol synchronisation, also called symbol timing, is a critical process that consists in the continuous estimation and update of information of the symbol related to its data transition epochs. This is a critical process that must be conducted to keep the communication accuracy in acceptable levels. Broadly speaking, the synchronization techniques could be classified in two groups: open-loop and closed-loop. The chosen technique for this project corresponds to the Early-Late Symbol Synchronization which is a closed-loop type. The most popular technique is the closed-loop synchronization because “Open-loop synchronizer has an unavoidable nonzero average tracking error (though small for large SNR, it cannot be made zero), a closed-loop symbol synchronizer circumvents this problem.”(NguyenImplementation of Wireless Receiver Algorithms

South Seattle Ethics of Target Online Advertisements & Personal Data Discussion

South Seattle Ethics of Target Online Advertisements & Personal Data Discussion.

make and defend an ethical position and a policy derived from that position. Discuss the technology whose impact you are investigating, the current public policy (or lack thereof), your proposed public policy, and an argument for why this policy should lead to better social outcomes, grounded in your conception of the good.Your paper should be not less than 1500 words in length. In your bibliography, you should make reference to at least four peer-reviewed, scholarly journal articles that are at least 20 pages total in length; if their combined page count is less, then include as many peer-reviewed, scholarly journal articles as you need to make a minimum of 20 pages. Substantiate each factual claim in your paper through a specific reference to one of your bibliographic sources or don’t make the claim.
South Seattle Ethics of Target Online Advertisements & Personal Data Discussion