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The Advantages and Disadvantages of Using a Laptop During a Lecture

The Advantages and Disadvantages of Using a Laptop During a Lecture. Paper details   Write a 1000 to 2000 words article on some of this topic listed below: • Advantages and Disadvantages of Using a Laptop During a LectureThe Advantages and Disadvantages of Using a Laptop During a Lecture
Science Question.

I’m working on a science question and need guidance to help me learn.

In this assignment, you will engage with the knowledge generated from the collective work of the students in this course. We have merged all of the individual knowledge graphs we received from Knowledge Graph Assignment 3 into a collective knowledge graph and prepared an interactive visualization of the data. In order to view the visualization, follow the steps below.1. In the text box that says “Search RDF Resources”, start typing “Sustainability”, and a suggestion box will open suggesting “https://en.wikipedia.org/wiki/Sustainability” as the first option. Select this option and then press the red button “Visual Graph” on the right hand side of the screen. This visualization will feature the Sustainability concept attached to 20 other concepts.2. Now click the gear icon in the top right of the screen, and change “Maximum Links to Show” to be 1000, then click “Save” at the bottom. This will re-load the graph to show a much larger network and may take several seconds to load. (Note: If your computer is not able to handle 1000 nodes relatively smoothly, feel free to drop this number to 500, 200, or even 50 so you can explore the graph easily. Professor Tomlinson’s 2014 laptop can only display ~200 nodes easily.) Once you are able to view the network comfortably, take some time to explore the connections. See if you can find one that you contributed, and explore how your contribution fits into the larger network of knowledge.3. Within the graph visualization, you can easily expand and collapse concepts. To expand a concept, simply double click on it to open all of the direct connections to that concept. To collapse a concept, hover your mouse over the concept. You should see several buttons appear on the right hand side of the concept. Select the top button that shows two arrows pointing outwards (where the yellow arrow is pointing in the image below). This will remove all of the direct connections to this concept from the visualization. You can also remove a concept from your visualization by Control-clicking it (Windows) or Command-clicking it (Mac). Don’t worry; this will just remove the data from your visualization; you can still go find that node again if you want it. (Note: as you get more nodes on the screen, you’ll see the graph slow down; feel free to collapse nodes that you’re not looking at any more to get it to go faster.) 4. You can zoom out to make sure that the whole visualization fits on your screen, or zoom in to see more granular details of the network.5. After you’ve seen the large network centered around Sustainability, return to the home screen by clicking the large blue-and-orange button in the upper left that says “GraphDB”. Use the same search box as before (labeled “Search RDF Resources”) to start typing a concept that you’d like to visualize. Since only concepts included in KG3 submissions are present, you may have to try multiple concepts before finding one that is in the visualization. You can start with a concept that you included in your own KG3 submission, if you want to ensure that it will be present.6. Once again, if the concept you are searching is present, you should see it automatically suggested in the menu that opens below the search box. Select this option and then press the red button “Visual Graph” on the right hand side of the screen. As mentioned before, if you still have “Maximum Links to Show” set to 1000, the visualization may be overwhelming and/or slow, so feel free to play around with this setting as described in step 2. Setting this option to a low number such as 10 or 20 will make the graph more readable, but will also omit many connections.To show that you have been able to view the visualization, please take a screenshot of the graph visualization with a set of interconnections that you find interesting (see example below) and submit it as part of this assignment. The screenshot should include at least 25 nodes, and may include thousands. Since the network will be fairly complex, it’s ok if every concept label and relationship label is not totally visible in your screenshot; some may cover up others and that is fine. Screenshots can be in the following formats: .png, .jpg, or .gif.If you’re unfamiliar with capturing and saving screenshots from your computer, please see the links below for instructions for both Windows and Mac.Windows: Use Snipping Tool to capture screenshots (microsoft.com) (Links to an external site.)Mac: Take a screenshot on your Mac – Apple Support (Links to an external site.)Step 3: WriteupFor this part of the assignment, you will write 2 paragraphs, as specified below:Paragraph 1: Write at least 100 words on what you observed when you visualized the large network of concepts around Sustainability. You might want to talk about specific connections that you found noteworthy, whether the visualization looked as you expected it to, whether there were any surprises as you explored the graph, and whether you feel the knowledge contained within the graph could be useful for future applications, educational or otherwise (and if so, what applications?).Paragraph 2: Find a chain of exactly 5 concepts in the visualization that conveys a strong message related to sustainability, technology, or the intersection of the two. Write at least 100 words detailing the chain. First consider the entire chain and tell us why it stood out to you, and how it relates to the course. Then, for each of the 4 relationships in the chain, explain why you believe the relationship is true (or if you think it’s false, explain why as well). Citing sources isn’t required, but it could be helpful in supporting your argument.Please make sure to also document your chain in the writeup, so we know what you are referring to. Make sure your documentation includes the directionality of each relationship. For example, using the coffee example shown in Knowledge Graph Assignment 1, I might document a 5 concept chain like this: Alertness <- opposes – Fatigue <- inhibits – Coffee – includes -> Caffeine – studied by -> ChemistryPlease turn in your writeup as a single document, in .pdf, doc, or .docx format.1. In the text box that says “Search RDF Resources”, start typing “Sustainability”, and a suggestion box will open suggesting “https://en.wikipedia.org/wiki/Sustainability” as the first option. Select this option and then press the red button “Visual Graph” on the right hand side of the screen. This visualization will feature the Sustainability concept attached to 20 other concepts.2. Now click the gear icon in the top right of the screen, and change “Maximum Links to Show” to be 1000, then click “Save” at the bottom. This will re-load the graph to show a much larger network and may take several seconds to load. (Note: If your computer is not able to handle 1000 nodes relatively smoothly, feel free to drop this number to 500, 200, or even 50 so you can explore the graph easily. Professor Tomlinson’s 2014 laptop can only display ~200 nodes easily.) Once you are able to view the network comfortably, take some time to explore the connections. See if you can find one that you contributed, and explore how your contribution fits into the larger network of knowledge.3. Within the graph visualization, you can easily expand and collapse concepts. To expand a concept, simply double click on it to open all of the direct connections to that concept. To collapse a concept, hover your mouse over the concept. You should see several buttons appear on the right hand side of the concept. Select the top button that shows two arrows pointing outwards (where the yellow arrow is pointing in the image below). This will remove all of the direct connections to this concept from the visualization. You can also remove a concept from your visualization by Control-clicking it (Windows) or Command-clicking it (Mac). Don’t worry; this will just remove the data from your visualization; you can still go find that node again if you want it. (Note: as you get more nodes on the screen, you’ll see the graph slow down; feel free to collapse nodes that you’re not looking at any more to get it to go faster.) 4. You can zoom out to make sure that the whole visualization fits on your screen, or zoom in to see more granular details of the network.5. After you’ve seen the large network centered around Sustainability, return to the home screen by clicking the large blue-and-orange button in the upper left that says “GraphDB”. Use the same search box as before (labeled “Search RDF Resources”) to start typing a concept that you’d like to visualize. Since only concepts included in KG3 submissions are present, you may have to try multiple concepts before finding one that is in the visualization. You can start with a concept that you included in your own KG3 submission, if you want to ensure that it will be present.6. Once again, if the concept you are searching is present, you should see it automatically suggested in the menu that opens below the search box. Select this option and then press the red button “Visual Graph” on the right hand side of the screen. As mentioned before, if you still have “Maximum Links to Show” set to 1000, the visualization may be overwhelming and/or slow, so feel free to play around with this setting as described in step 2. Setting this option to a low number such as 10 or 20 will make the graph more readable, but will also omit many connections.To show that you have been able to view the visualization, please take a screenshot of the graph visualization with a set of interconnections that you find interesting (see example below) and submit it as part of this assignment. The screenshot should include at least 25 nodes, and may include thousands. Since the network will be fairly complex, it’s ok if every concept label and relationship label is not totally visible in your screenshot; some may cover up others and that is fine. Screenshots can be in the following formats: .png, .jpg, or .gif.If you’re unfamiliar with capturing and saving screenshots from your computer, please see the links below for instructions for both Windows and Mac.Windows: Use Snipping Tool to capture screenshots (microsoft.com) (Links to an external site.)Mac: Take a screenshot on your Mac – Apple Support (Links to an external site.)Step 3: WriteupFor this part of the assignment, you will write 2 paragraphs, as specified below:Paragraph 1: Write at least 100 words on what you observed when you visualized the large network of concepts around Sustainability. You might want to talk about specific connections that you found noteworthy, whether the visualization looked as you expected it to, whether there were any surprises as you explored the graph, and whether you feel the knowledge contained within the graph could be useful for future applications, educational or otherwise (and if so, what applications?).Paragraph 2: Find a chain of exactly 5 concepts in the visualization that conveys a strong message related to sustainability, technology, or the intersection of the two. Write at least 100 words detailing the chain. First consider the entire chain and tell us why it stood out to you, and how it relates to the course. Then, for each of the 4 relationships in the chain, explain why you believe the relationship is true (or if you think it’s false, explain why as well). Citing sources isn’t required, but it could be helpful in supporting your argument.Please make sure to also document your chain in the writeup, so we know what you are referring to. Make sure your documentation includes the directionality of each relationship.
Science Question

Effects of Hair and Eye Color on Attraction. Cory Jones Abstract Mating preferences come in a wide variety. Many studies have been done focusing on the importance of physical attraction in partners. But little research has been done showing specific features important in mating. This research was conducted to see if lighter hair and eye color was found more attractive to men. 172 men and women participants took part in an online survey based on attractiveness. Each participant was asked to rate ten photographs based on physical attractiveness, sexual attractiveness, and how approachable they found each photo. Five photographs with light hair and eyes were used, along with the same five photographs manipulated to have dark hair and eyes. Results found that the women with lighter hair and eyes were found more attractive. Results also found that women reported pictures more attractive than men did. The Effects of Hair and Eye Color on Attraction We often wonder what attracts people to their potential mates. It has been established after decades of research that men and women differ in what characteristics they find important in a romantic partner. Both men and women have specified they want a mate who is understanding, kind, dependable, sociable, stable and intelligent (Botwin, Buss,Effects of Hair and Eye Color on Attraction

CPS 499 University of Dayton Cyber Physical Systems & the Internet of Things Project

CPS 499 University of Dayton Cyber Physical Systems & the Internet of Things Project.

I’m working on a computer science multi-part question and need support to help me learn.

For this assignment, we will perform a reachability analysis for a feed-forward neural network using NNV (MATLAB Toolbox for Neural Network Verification). See the attached file for full information. Follow the exact instructionsPart A. Run the example.m script and capture the plot of input and output sets. Does the network satisfy the property of 1 < 5?Part B. Modify example.m with new lower-bound and upper-bound vectors of input set as [-2; -2] and upper-bound vector of [1; 1]. Run the modified script and capture the plot of input and output sets. Does the network satisfy the property of 1 < 5?Part C. Keep the same input bounds specified in Part B, now we modify example.m with new weight matrices and bias vectors as follows W1 = [5 2; 0.5 -2; 1 3]; b1 = [-1; 0; 0.5]; W2 = [-3 0.5 2; 0.5 2 -1]; b2 = [0.5; 1]; Run the modified script and capture the plot of input and output sets. Does the network satisfy the property of 1 < 5?Part D. Generate a random neural network with 2 inputs (with the same input bounds specified in Part B), 1 hidden layer of 5 neurons and 2 outputs with arbitrary weight matrices and bias vectors in a range of [-2 2]. Run the modified script and capture the plot of input and output sets. Does your network satisfy the property of
CPS 499 University of Dayton Cyber Physical Systems & the Internet of Things Project

SUNY College of Agriculture & Technology at Morrisville Medical Coding Discussion

assignment helper SUNY College of Agriculture & Technology at Morrisville Medical Coding Discussion.

find icd-10-pcs code for each question?1. Post-op bleeding post-tonsillectomy. There was a bleeder from the right tonsillar fossa. It was suctioned and cauterized. (HINT: MAKE SURE YOU LOOK AT THE BIG 7 & remember how you access tonsils)2. Mapping of the brain, percutaneous3. Cosmetic rhinoplasty via incision, Gortex implant4. Bronchoscopy of the right bronchus5. Repair of right inguinal hernia6. Surgical repair of bursae & ligaments of right shoulder using arthroscope7. Patient undergoes male to female to male reassignment – penis is created from synthetic material8. Tummy tuck – open- abdominoplasty9. Left finger phalangeal joint was fused percutaneously10. Exploration of the right knee with arthroscope11. Manually assisted delivery
SUNY College of Agriculture & Technology at Morrisville Medical Coding Discussion

IELTS BOOK, academic book practice book

IELTS BOOK, academic book practice book. Need help with my Academic question – I’m studying for my class.

Please if you have a copy of academic books for IELTS test send it to me. I will give $15 for at least three books.
examples:
IELTS 14 Academic Student’s Book 3rd edition
IELTS Practice Exams with MP3 CD (Barron’s Ielts Practice Exams)
Cambridge English: IELTS 11 Academic with Answers
the books should be academic NOT general
IELTS BOOK, academic book practice book

Eating Chinese: Culture on the Menu Critical Essay

Eating Chinese: Culture on the Menu Critical Essay. The book written by Lily Cho consists of a detailed research into the culture of the Chinese and its integration with that of the Canadians. The author concentrates on the menus that are offered in small Chinese restaurants in Canada. In addition, Cho emphasizes that the Chinese menus have undergone major changes and modifications so as to integrate with the Canadian food culture. The book delves into the role played by the restaurants in the cultural setting of the Canadian community. It looks into the ability of the restaurants to improve relationships by reducing discrimination and improving cross-cultural tolerance (Travis 1). The writer also notes that the expansion of the Chinese Restaurants was accelerated in later years of the 20th century. This is due to the fact that the restaurant managers were allowed to include items that reflected their culture in terms of menus as well as signs close to the end of the century. The author views the proprietors of the restaurants as major agents of cultural integration in the community. These have been noted to create opportunities for people to interact and relate for other reasons that are beyond the profit motive (Cho 126). Moreover, the book concedes that the menus in the Chinese restaurants are open to changes in accordance to the preferences of the public. The writer utilizes various illustrations to bring out aspects of culture in the Diaspora. This is achieved through the exploration of the different food habits that characterize culture as portrayed by proprietors, cooks and waiters. Further, the writer argues that the increased presence of Chinese restaurants allowed for social transformation. This was particularly crucial as it was needed for immigrants to be embraced in the community. The enactment of the Chinese Exclusion Act of 1947 is viewed as an important milestone in the growth of the Chinese restaurant menus (Cho 72). The menus are however regarded as westernized due to the influence of the Canadian culture. The book emphasizes further that despite the debate on whether the foods are traditional, the menus have had a great impact in the restaurant scene. The writer further explores other works by different authors to explain the point. For instance, she criticizes the works of Fred Wah on Chinese restaurants (Cho 132). She indicates that the idea of Chineseness is debatable and insists that the restaurants have attained a specific place in the overall Canadian culture. It is clear that the writers’ goals include expounding on theories in the field of Diaspora research. The author successfully brings out the two major cultures through explanations about public spaces. Further, the text encompasses other forms of art such as music by Joni Mitchell that was created in the context of the Chinese restaurants (Cho 82). A more detailed analysis of the book however reveals various forms of controversies and debatable issues. For instance, despite focusing on the historical and conceptual aspects some factors are ignored. These include the lack of more information on the history of the immigrants that later become proprietors. In addition, the text diverts to other issues concerning the gender of the Chinese cooks that was often a controversial subject. Moreover, the content ignores the ethnographical aspects that are brought out with major focus being directed at art. The book also pays little attention to aspects of human drama as the writer overlooks the works of novelists like Judy Fong Bates (Cho 132). According to the author, the restaurant businesses are not only beneficial to individual families but also other immigrants in the community. This leads to the premise that the menus and food in these Chinese establishments are used to stamp a cultural presence in the long run. The book manages to bring out the fact that food like other forms of art constitutes a major part of a peoples’ culture. The text also appreciates the position of food studies in the area of academics including ethnography and studies connected to anthropology. The writer additionally succeeds in bringing out detailed evidence about the concept of Chineseness and its reflection in the area of food. The research is also reinforced by other author on the notion that the restaurants allow for Chineseness to be explored especially in the western world. The book qualifies its assertion that the idea of being Chinese has a place in other cultures including that of the Canadians. Thus, the writer is able to portray the Chinese identity as stable and sustainable. It is apparent that the author has used a unique perspective in studying the Diaspora. This makes the book an interesting and educative read for culture enthusiast as well as academicians respectively. The suggestions made by the writer are well backed by evidence in the text. For example, the assertion that the Chinese menus reflect both the western and traditional cultures is well reflected in the book. The text is further enhanced by the fact that small Chinese restaurants are still widespread in Canada. Additionally, the menus in these restaurants indicate a combination of both white and oriental cultures. The author has also been able to effectively utilize the works of other writers and artists to strengthen the argument. These include the view that food and memory are related. Eating Chinese: Culture on the Menu Critical Essay

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