For each of the case studies, students will prepare an assessment of between 1,100 and 1,200 words of text, 1.5 spaced. Each case study should have a separate bibliography including at least 2 references (not including the videos), using APA format. Header and bibliography does not count towards word count. Each assessment should have:
Title
Topic sentence (a single sentence or two which summarize the student’s understanding of the situation, the actions taken by the consulting engineer, and lessons learned)
Situation assessment (What was the factual situation on the ground? What were the main challenges? What role could, and should, the consulting engineer play?)
Lessons learned (this should include not just the lessons learned by the consulting engineer as expressed in the case study, but the lessons learned by the student looking at the case study as a whole)
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The course work aims to address all the module learning outcomes by focussing on the quantitative descriptions on Structures and Mechanical Properties of Engineering Materials and by incorporating a comprehensive understanding of the various failure modes and design criteria for materials selection.
The module learning outcomes are provided in the resit coursework brief (Page Number – 5).
University requests all student to use a uniform coursework cover sheet for submission. Please use the assessment cover sheet provide in the Blackboard (File name: MP4702_Assessment e-coversheet) to submit the coursework as a single document.
Please look into the resit coursework brief for the questions (Page Number – 7 to 12).
PREPARATION FOR THE ASSESSMENT
The entire coursework is based on the taught lectures and tutorial sessions for the module. Read through the lecture materials, exercise and tutorial problems and supplementary materials provided in the Module Material area in the Blackboard space for the module.
Reading List : http://readinglists.central-lancashire.ac.uk/index
RELEASE DATES AND HAND IN DEADLINE
Please note that this is the final time you can submit – not the time to submit!
Your feedback/feed forward and mark for this assessment will be provided on 04/05/2021.
Page 1 of 12
Question with Answers to the Course Work will be uploaded in the Blackboard after the submission deadline. Detailed discussion of the solutions to the Course Work will be discussed in the class during the revision lecture session for the module.
SUBMISSION DETAILS The coursework should be your own work and should be properly type-written in your own words. Your assignment must be submitted electronically via blackboard by the submission time or before. Drawings can be done by hand or electronically but at the same time students are not allowed to copy paste the images from different e-resources directly. They can either be scanned / copied into your Word or pdf document Please see the instructions to candidates for more information (Page Number – 4).
HELP AND SUPPORT Any questions arising from this assessment brief will be discussed in the class, online forum during the lectures/tutorial session. Please contact Dr. Arun Natarajan (Module Leader/Module Tutor) if you have any further queries. E-mail: apnatarjan@uclan.ac.uk For support with using library resources, please contact Mr Bob Frost,E-mail: RSFrost@uclan.ac.uk or SubjectLibrarians@uclan.ac.uk. You will find links to lots of useful resources in the My Library tab on Blackboard. If you have not yet made the university aware of any disability, specific learning difficulty, long-term health or mental health condition, please complete a Disclosure Form. The Inclusive Support team will then contact to discuss reasonable adjustments and support relating to any disability. For more information, visit the Inclusive Support site. To access mental health and wellbeing support, please complete our online referral form. Alternatively, you can email wellbeing@uclan.ac.uk, call 01772 893020 or visit our UCLan Wellbeing Service pages for more information. If you have any other query or require further support you can contact The <i>, The Student Information and Support Centre. Speak with us for advice on accessing all the University services as well as the Library services. Whatever your query, our expert staff will be able to help and support you. For more information , how to contact us and our opening hours visit Student Information and Support Centre. If you have any valid mitigating circumstances that mean you cannot meet an assessment submission deadline and you wish to request an extension, you will need to apply online prior to the deadline. https://www.uclan.ac.uk/students/support/extension-request-form.php
Disclaimer: The information provided in this assessment brief is correct at time of publication. In the unlikely event that any changes are deemed necessary, they will be communicated clearly via e-mail and a new version of this assessment brief will be circulated.
Version: 1
UNIVERSITY OF CENTRAL LANCASHIRE SCHOOL OF ENGINEERING
RESIT COURSE WORK
MODULE CODE: MP4702
MODULE TITLE: ADVANCED MATERIALS AND MATERIALS
SELECTION
Time Allowed: STUDENTS SHOULD NOT SPEND MORE THAN
THIRTY HOURS ON THIS COURSE WORK
INSTRUCTIONS TO CANDIDATES: VALUE
This assignment constitutes 30% of the grade for this module.
SUBMISSION DATE AND TIME:
INSTRUCTIONS
The coursework should be your own work and should be properly type-written in your own words. Marks will be reduced for the typo-errors and missing units. The assignment will be checked for plagiarism using TURN-IT-IN software. Any plagiarism or copying from others will be dealt through the university’s plagiarism procedures.
Similarity (plagiarism) level higher than 10% is highly suspicious.
The assignment is divided into two sections, Section A and Section B. Section A and Section B constitutes equal weightage (50%) of the total marks with no choices. Answer all parts of the questions from each section. The whole report should be 1500 words plus any relevant material (figures, calculations, tables, etc.,). Any references to materials should be given in standard Harvard or Vancouver form.
Your assignment must be submitted electronically via blackboard by the submission time or before. The report should be contained in a Word document or pdf document. No other means of submission will be accepted.
Drawings can be done by hand or electronically but at the same time students are not allowed to copy paste the images from different e-resources directly. They can either be scanned / copied into your Word or pdf document.
Any assignment submitted late, but within 5 working days of the deadline, will be given a maximum mark of 50%. Assignments submitted more than 5 working days after the deadline will not be marked, and a mark of 0% will be recorded.
Students with special needs will be addressed on individual basis.
(Candidates that may require any special requirement will be dealt with on a one-on-one basis which must be discussed with the module tutor/lead before the due date).
Learning Outcome to be assessed:
1.
Able to communicate effectively on material selection with material scientists
2.
Able to understand the implications of different modes of material failure
3.
To understand the effects of composition and heat treatment on the properties of different types of material
4.
To select materials to minimise the likelihood of component failure
2020/2021 MODULE CODE: MP 4702
ADVANCED MATERIALS AND MATERIALS SELECTION RESIT COURSE WORK – SEMESTER 2
REG / ID NUMBER:
DATE:
By submitting electronically, I confirm that this piece of submitted work is all my own work (unless indicated otherwise within the assignment) and that all references and quotations from both primary and secondary sources have been fully identified and properly acknowledged in the body of the writing, with full references at the end. RESIT COURSEWORK BRIEF SECTION A (This section weighs 50 % of the total marks)
The entire world is moving towards the renewable energy and one type of renewable energy is use of solar technology. As a material scientist in the solar company it is important for you to know the basics of how solar power works and installation procedure. This piece of information is important to be known by all the material scientists to make a right decision of the material selection for the solar panel application. A typical residential or light commercial solar power system consists of the photovoltaic cells, inverter, mounting hardware and data acquisition system.Figure 1 shows the photographic image of the solar panel mounted on a single pole.
Figure 1: Solar panel mounted on a single pole
ASSIGNMENT BRIEF FOR SECTION A:
You have been asked to design the structure of a solar panel and a pole (mounting for the solar panel) for power transmission. The designed material needs to be light, strong, stiff and as cheap as possible. The cross section of the PANEL is specified as rectangular cross-section with b as breadth and h as height of the panel. The cross section of the POLE is specified as a COLUMN ofcircular cross-section, d. The designed panel and column have a length, L. Write down an equation for the material cost of the panel and column in terms of its dimensions, the price per kg of the material, Cm, and the material density, ρ.
Provide a detailed, professional report that contains the following items mentioned below:
1. Definition and translation of the problem.
Hint 1: You have to document the whole selection process.
Hint 2: The dimensions of the panel and column are not given. You can decide your own realistic dimensions and the constraints for both the panel and column.
Hint 3: You will need to decide extra constraints and find out the equations for a panel and a column.
Hint 4: You will need to decide your objective and to compare the results with real world materials.
Hint 5: You will need to provide a clear definition of the problem and write down the necessary equations used in the problem.
Hint 6: You will need to translate the problem based of the definition and equation provided in the previous steps.
Derive the performance index or indexes.
Use GRANTA EduPack to select some screening constraint and select the actual material graphically.
ASSESSMENT CRITERIA
1
Definition of the problem
8 marks (4* + 4**)
2
Translation of the problem
8 marks (4* + 4**)
3
Derive the performance and material indices
20 marks (10* + 10**)
4
Selection of the material graphically using GRANTA EduPack 2020
14 marks (7* + 7**)
Note: * QUESTION A1 – Solar Panel;
** QUESTION A2 – Column
Reminder, as it is an open exercise, each student is expected to have a unique solution as definition of the problem will be unique.
(Total: 50 marks) SECTION B (This section weighs 50 % of the total marks)
Jet engines are combustion engines and it is a type of reaction engine discharging a fast-moving jet that generates thrust by jet propulsion. While this broad definition can include rocket, water jet, and hybrid propulsion, the term jet engine typically refers to an airbreathing jet engine such as a turbojet, turbofan, ramjet, or pulse jet. Airbreathing jet engines typically feature a rotating air compressor powered by a turbine, with the leftover power providing thrust through the propelling nozzle – this process is known as the Brayton thermodynamic cycle. Jet aircraft use such engines for long-distance travel. Early jet aircraft used turbojet engines that were relatively inefficient for subsonic flight. Most modern subsonic jet aircraft use more complex high-bypass turbofan engines. They give higher speed and greater fuel efficiency than piston and propeller aeroengines over long distances. A few air-breathing engines made for high speed applications (ramjets and scramjets) use the ram effect of the vehicle’s speed instead of a mechanical compressor. The thrust of a typical jet liner engine went from 22,000 N (de Havilland Ghost turbojet) in the 1950s to 510,000 N (General Electric GE90 turbofan) in the 1990s, and their reliability went from 40 in-flight shutdowns per 100,000 engine flight hours to less than 1 per 100,000 in the late 1990s. This, combined with greatly decreased fuel consumption, permitted routine transatlantic flight by twin-engine airliners by the turn of the century, where previously a similar journey would have required multiple fuel stops.
Draw the Time Temperature Transformation T-T-T diagram for nickel-based superalloy (Inconel 718) used in jet engines and show on the diagram the critical cooling curve, the transformation lines, the phases, the axis.
(6 marks)
Explain the change of structure with martensitic transformation in steels used in jet engines.
(4 marks)
With help of a phase diagram illustrate the various phase transformation occurring in the commercial titanium alloys (Ti – 6Al – 4V) used in the jet engines.
(6 marks)
With help of a phase diagram discuss the following phase transformation reaction occurring in the commercial Titanium alloys (Ti – 6Al – 4V) used in the jet engines
Peritectic reaction and Peritectic point
Peritectoid reaction and Peritectoid point
(4 marks)
(Total: 20 marks) QUESTION B2
Using suitable industrial examples, explain creep and oxidation of nickel based super alloys used in jet engines at high temperatures. Discuss three strategies to reduce creep and three strategies to reduce oxidation in jet engines at high temperatures.
(10 marks) QUESTION B3
An aluminium alloy for an airframe component used in jet planes were tested in the laboratory under an applied stress which varied sinusoidally with time about a mean stress of zero. The alloy failed under a stress range Δσ of 300 MPa after 105 cycles. Under a stress range of 220 MPa, the alloy failed after 108 cycles. Assume that the fatigue behaviour of the alloy can be represented by
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. Imagine you are interviewing Santiago Calatrava for a magazine article about his work.
Identify a building designed by this architect. Include an image of the building with as much identifying information as you can in caption format beneath each image.
What question(s) might you ask the architect about the style and design of the building? Be sure to indicate the style and ask questions about specific features of that style.
What question(s) might you ask about the materials used to construct the building? Be sure to indicate the medium and ask questions about specific features of that medium.
What question(s) might you ask about the structural system used to construct the building? Be sure to indicate the structural system and ask questions about specific features of that system.
Use information from the unit lesson and resources for this unit. Additionally, you are strongly encouraged to search the CSU Online Library for journal articles. You may also search the Internet, but be sure to use only reliable websites such as Khan Academy/SmartHistory, school or museum websites, and other websites ending in .org or .edu.
Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.
Please limit any directly quoted text to one sentence or less.
Text must be a minimum of 450 words for the entire assignment. Your text must be thorough but concise and succinct.
Proofread your essay for spelling/typographical/grammar errors before submitting
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Written response to each of the 2 questions. Response to each question should be either a series of bullet points, or a 1 – 2 paragraph response, or a combination of a paragraph with bullet points.
Case Study: “Beroni Group Managing GP-LP Relationships,” INS078
How should Jack Draper deal with the allocation of deal flow between the different funds that had overlapping mandates, and/or between one of his current funds and an eventual successor fund? There are at least 4 optional ways to invest:
Question #2: (4 points)
Regarding the impending “opportunistic” deal that Beroni’s investment committee felt was exceptionally attractive, which Advisory Committee (AC) should Jack Draper approach first, and in order to minimize potential tension among the differently invested LPs, what sort of proposal should Jack make? (your team’s response should be a brief outline of the proposal that should Jack make to the AC)
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In Canada, Indigenous social classes (or Aboriginal social classes) imply First Nations, Métis, and Inuit social classes. These are the principal inhabitants of the land that is by and by Canada. In the 2016 enrollment by Statistics Canada, over 1.6 million people in Canada recognized as Indigenous, making up 4.9 percent of the public people. Despite the way that genuinely subverted — and in clear cases drenched — by wilderness powers, Indigenous culture, language, and social systems have shaped the progression of Canada and continue to create and prosper, paying little heed to unimaginable hardship. Over the earlier decade, Aboriginal people have been oppressed by the Canadian government and continue living under bias, achieving sexual direction/class abuse. Expansionism and free undertaking monstrously influence the arrangement and effect of how Aboriginal people are managed and found in contemporary Canadian culture.
The settler’s colonialism in Canada
Canada’s foundation as a country relies upon the interaction of colonization. Utilizing Settler Colonialism in Canada, the Indigenous social classes in Canada went through obliged clearing, slaughters similarly to ingestion. Canada’s arrangement of encounters of absorption is throughout detailed through the 1800s to the 1990s. Cidro explorer expansionism in Canada was coordinated with the end goal that it deliberately assigned Indigenous social classes to advantage the pioneers who came to Canada. The impact of colonization on Canada can be found in its lifestyle, history, administrative issues, laws, and boards. The past settlements that existed having formed into the Provinces that exist now. The current relationship between Indigenous social classes in Canada and the public authority has been overwhelmingly portrayed by pioneer expansionism and Indigenous insubordination.
Indigenous social classes have been in Canada since the times of yesteryear. They formed complex social, political, monetary, and social systems before Europeans came to North America. With colonization and white settlement, standard Indigenous ways of life were everlastingly changed. Pioneer practices and approaches, similar to the Indian Act, pass structure, recoveries, and non-public schools, attempted to control and adapt Indigenous social classes. These ongoing influence the times of Indigenous social classes (Zatzman, 2016). When gotten together with bias, such practices and methodologies show segregation, loss of land, declining or conflicting induction to food resources, and public organizations have needed to demolish results on Indigenous social classes’ prosperity and monetary success. The last reports of the Truth and Reconciliation Commission and the National Inquiry into Missing and Murdered Indigenous Women address constant work of giving and take.
Treaties making process, how it was negotiated to be a peaceful relationship between Aboriginal and non-Aboriginal
Treaties are an understanding between the Government of Canada, Indigenous social occasions, and often regions and areas that portray advancing rights and responsibilities on all sides. This arrangement set out continuing with settlement rights and benefits for each social event. Settlement rights and Aboriginal rights (for the most part insinuated as Indigenous rights) are seen and acknowledged in Section 35 of the Constitution Act, 1982. They are similarly a fundamental piece of the United Nations Declaration on the Rights of Indigenous Peoples, which the Government of Canada has set out to embrace. Treaties Indigenous social classes join both:
Historic treaties with Indigenous people.
Starting in 1701 in the British areas of North America (these would later become segments of Canada), the British Crown went into plans with Indigenous social affairs to help peaceful monetary and military relations. In this way, the Crown is the original name for the British and later Canadian governments: administrative, regular, and provincial.
For the accompanying 200 years, the Crown checked plans that portrayed the individual advantages of Indigenous social classes and European beginners to use the North American landscapes that Indigenous social classes generally included (Zatzman, 2016). The eminent arrangements supported after 1763 gave enormous land spaces, required by First Nations, to the Crown (moving their Aboriginal title to the Crown) as a trade-off for hold lands and various benefits.
Modern treaties (likewise called extensive land guarantee concurrences) with Indigenous groups.
Notable treaties have quite recently addressed not many Aboriginal rights to land across Canada. Land and resource-related dealings are yet in progress in bits of the nation where courses of action were infrequently stamped. The high-level arrangement period began in 1973 after Canada’s preferred Supreme Court, which saw Aboriginal rights strangely. This decision provoked the improvement of the Comprehensive Land Claims Policy and the present-day introductory course of action, the James Bay and Northern Québec Agreement, supported in 1975. Since 1975, Canada has stamped 25 unique arrangements (called present-day bargains or exhaustive land ensure concurrences) with Indigenous social occasions in Canada. A segment of these settlements joins self-government.
The process of treaty-making in Canada is continuing to create through constant responsibility and trade with Indigenous groups. The Government of Canada acknowledges that co-employable dealings and cognizant talk are ideal ways to decide beautiful issues. Likewise, innovative courses of action are being made with accessories through settlement trades and Recognition of Indigenous Rights and Self-Determination discussion tables the country over. For a diagram of progress in completing current arrangements and self-government game plans, counsel the Implementation of Modern Treaties and Self-Government Agreement report.
The impact of treating-making in Canada has been wide-running and long-standing. Since the eighteenth century, the settlements the Crown has supported with Aboriginal social classes have permitted Canada’s improvement taking everything into account. Bargains cover a significant treaty of Canada’s property mass. This treaty-making measure, which has progressed more than 300 years among Aboriginal and non-Aboriginal people in Canada, has its beginnings in the early optional connection between European travelers and Aboriginal people. As the two social affairs made financial and military arrangements, Canada began to take structure. These essential methods were the underlying stages in a long collaboration that has provoked the current specific case courses of action between the Crown and Aboriginal get-togethers.
Treaties rights cannot avoid being rights set out in either a unique or current arrangement understanding. These rights are seen and affirmed by Section 35 of the Constitution Act, 1982. Settlements portray certain rights, benefits, and responsibilities for the signatories that change starting with one arrangement then onto the next. Moreover, courses of action and arrangement rights vary depending upon the time and conditions in which they were masterminded.
For example, in eminent settlements (supported before 1975), deal rights and benefits routinely, nonetheless not, by and large, include: land to be put something aside for First Nation use just (known as stores); money to be paid to a First Nation reliably (known as annuities); pursuing and fishing rights on deserted Crown land; schools and instructors on stores to be paid for by the public power; when benefits, (for instance, farm equipment and animals, ammunition and dress).
As per Bourassa, et.al (2004). Present-day settlements wrangled with Indigenous get-togethers (after 1975) may fuse (notwithstanding different things): Consultation and interest requirements; obligation regarding; untamed life procuring rights; financial reimbursements; support in land use and the leaders in express districts; self-government; resource pay sharing and measures to participate in the Canadian economy; plans for when the arrangement produces results, (for instance, execution orchestrating).
Impact of colonization and treaty-making process on Aboriginal people.
Native people were the essential tenants of Canada. The European freshmen devastated their way of life. They hurt the environment by pursuing and killing the bison people, consequently depleting the natural food focal point for Indigenous people. Local people have generally lost 98% of their property and needed to live in separated holds (Bourassa et al. 2004). Even more basically, they lost their person. They have been portrayed as “savages,” and their lifestyle got illegal. Their children were sent off non-public schools where they were coercively changed over to Christianity and consistently abused. Their capacities were precluded, and they had no political voice. Various Indigenous people passed on due to European contamination like smallpox. European colonization demolished their way of life and caused the shock and scorn that exists today.
Colonization and government processing (i.e., into traditional Western culture) influenced all pieces of Aboriginal life, including prosperity, standard positions, culture, monetary conditions, induction to organizations, and worth. Subsequently, various Canadian Aboriginal people experience prosperity incongruities, loss of custom and standard practices, and breakdown of the family unit. Consequently, to appreciate how to propel esteem in clinical consideration for Aboriginal people, an essential appraisal of the principal drivers of prosperity and clinical consideration lopsided characteristics should be considered in particular, money-related and socio-political settings.
Imperialism is described by its demonstration of control, which consolidates the abuse of one individual, the colonizers, and the colonized. The capability of explorer expansionism is its goal of replacing people already living there. Canada’s Indigenous people have been subject to demolition against their lifestyle and customs through processing and force through colonization. It will, in general, fight that Colonialism and its assets are constant when looking at ongoing turns of events.
The treaties gave the Crown land for mechanical development and White settlement. As a trade-off for their standard district, government middle people made various promises to First Nations — both orally and in the making compositions out of the arrangements — including special rights to bargain lands and the assignment of cash portions, pursuing and fishing gadgets, developing supplies, etc. (Zatzman, 2016). These terms of comprehension are problematic and tested. Straight up until right now, the Numbered Treaties monetarily influence Indigenous social class.
The impact of Indian treaties and non-public schools continues to affect Indigenous people today. By looking at the impact, Canadians can probably understand the associated events often solicited in the news today. These events are regularly the delayed consequence of the hopelessness and abuse suffered by Indigenous people because of the European explorers. Social affairs and affiliations tending to First Nations constantly deal with the Canadian Government to save their lifestyle and guarantee their rights.
Conclusion
Canada has as of late embraced a Truth and Reconciliation Commission on Indian Residential Schools. The TRC magistrates traversed the country for a very long time of hearings and studied the impacts of Canada’s private schools on Aboriginal people groups and networks. The Canadian government set up private schools in the last part of the 1800s to acclimatize Aboriginal youngsters and take out what the Minister of Indian Affairs called the “Indian issue.” The private school strategy arose when Canada was moving away from its anything but a province of Great Britain and into reality as an autonomous express whose public interests were centered entirely on settlement and improvement of its extensive average assets. This was when the eradication of Aboriginal individuals, through digestion, started to surpass past Imperial ways to deal with Aboriginal people groups educated by the commitments of the Royal Proclamation.
References
Bourassa, C., McKay-McNabb, K., & Hampton, M. (2004). Racism, sexism and colonialism: The impact on the health of Aboriginal women in Canada. Canadian Woman Studies, 24(1).
Cidro, “Stuck at the Border of the Reserve: Bill C-31 and the Impact on First Nations Women (pp. 228-240)
Zatzman, J. (2016). Settler: Identity and Colonialism in 21st Century Canada. The Canadian Journal of Native Studies, 36(1), 241-244. https://uwinnipeg.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/settler-identity-colonialism-21st-century-canada/docview/1826237379/se-2?accountid=15067
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For this written assignment, you will continue to create your applied research proposal. (Intrinsic Motivation in Classroom) Employing the readings from this week, submit the following for review:
• Purpose of the Study – Repeated from Introduction Section
• Applied Research Questions – How does intrinsic motivation affect student learning?
• Why intrinsic motivation more desirable in the classroom?
• How can educators increase intrinsic learner motivation in their classes?
• What are the significant examples of intrinsic motivation in the classroom?
• How is intrinsic motivation created in a classroom?
Repeated from Introduction Section
• Study Population – demographics of the population that participants will be selected from – i.e. population numbers, gender numbers, age range, grade level(s), socioeconomic status, ability level(s), virtual, hybrid, traditional teaching format, etc.
• Population Justification – Why was this particular population selected? How will this particular population help answer the research questions?
• Intervention – Explain what strategy, skill, technology, process, etc. will be added to or taken away from the study population that you intend to collect data on.
• Intervention Plan – Explain how you will implement the new strategy, skill, technology, process, etc. with the student. Over what time period? How will you teach it? What steps will you take to integrate this intervention into current processes? How will you know if students fully understand the new idea? (THIS IS NOT HOW YOU WILL COLLECT DATA FOR YOUR STUDY. THIS IS ONLY HOW YOU WILL IMPLEMENT YOUR INTERVENTION. DATA COLLECTION COMES LATER.)
• Sources of Data – Where will the data for research come from? (student scores, assessments, interviews, surveys, questionnaires, focus groups, etc.) Give a general overview of the various sources you will be collecting data from – NOT HOW YOU WILL COLLECT DATA
• Instrumentation – Discuss your sources, if they are an instrument, in detail (such as surveys, questionnaires, and assessments). How many questions will it have? What type of questions? Why did you choose this instrument? How will this instrument help you answer your research questions?
This assignment will be assessed by your instructor. Your paper will be assessed on how well the above areas have been covered. In addition, the below aspects will also be assessed:
• Page Requirement: The assignment should be a minimum of three pages, not including title and reference pages.
• APA Formatting: Use APA formatting consistently throughout.
• Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.
Please review Unit 3 Written Assignment Rubric (https://my.uopeople.edu/pluginfile.php/1278889/mod_assign/intro/5470WA3Rubric.pdf) to better understand how your paper will be assessed.
References
1. Choosing & Using Sources: A guide to academic research. (2020). Teaching & Learning, University Libraries. https://ohiostate.pressbooks.pub/choosingsources/
o Licensed under a Creative Commons Attribution 4.0 International License.
o Chapter 7 – Ethical Use of Sources
o Chapter 8 – How To Cite Sources
o Chapter 9 – Making an Argument
o Chapter 10 – Writing Tips
2. Lencioni, P. (2007). Conquer team dysfunction. https://www.workforcemetrics.com/app/download/726489204/article,+Conquer+Team+Dysfunction,+Lencoini.pdf
o In the above article, the author discusses how trust is developed over time and what creates distrust in teams.
3. NSW Government. (n.d.). Evidence guide for school excellence: Qualitative data.
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PART ONE: Screenshots of the following 8 (EIGHT) screens
In Excel ProPlus 365/Excel 2016-2019, take a screenshot of the Backstage INFO screen, and paste it into the file around Cell A7
Paste the screenshot large enough for me to clearly see your work image.Just above the screenshot (Cell A6), caption it, using bold text, with what the screenshot is of.
Next, in Excel, take a screenshot of the Backstage PRINT screen, and paste it into your worksheet a couple of lines below your previous screenshot.
Paste the screenshot large enough for me to clearly see your work image.Just above this 2nd screenshot, caption it, using bold text, with what the screenshot is of.
Then, repeat this process by taking, pasting and captioning a screenshot for each of the following:
NOTE: Make any of my requested changes in settings before taking the screenshot!
ACCOUNT: Take a screenshot of YOUR Excel Account page, which will show you what version you have of Excel / User info.
OPTIONS: General – Default Font Arial, Font Size 14pt, Include this many sheets – 3
PROOFING: Autocorrect / Autocorrect Options / Autoformat AsYou Type -Uncheck the choice for “Internet and network paths for links”
SAVE: Save Autorecover – every 5 minutes, check the choice “Don’t how the Backstage. . .”
ADVANCED: Display – Show 10 Recent Workbooks, Show 5 unpinned Recent folders
ADVANCED: Quick Access Toolbar – under the Customize Quick AccessToolbar, Add Borders, Fill Color, Font, Font Size, Font Color, Format Painter, AutoSum
SAVE your file as you add screenshots to it so your edits/changes will be save
PART 2: Create a new Excel file, and screenshot the results into THIS existing screenshots file with a caption.
Create a NEW Excel file and save it on your computer as MyWorkbook.xlsx.
Replicate but PERSONALIZE what you see in the screenshot below:
Personalize YOUR name
Type the date YOU are working on this workbook
Type in the courses YOU are taking this quarter, with proper days, hours, and credits.
Add up (yourself) the total number of credits and type that in.
Take a screenshot of your finished work, and paste/caption that screenshot below the other 8 screenshots in your introYOURLASTNAME.xlsx file.
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The purpose of this assignment is for you to practice, develop, and hone your dialogical skills. This discussion is not meant as a place for you to do processing. It is a public space to share your most well-crafted and theoretical thinking. Your best writing is expected. Our discussions are also not a place for you to express opinion; rather it is where you articulate well thought out and supported thinking. You will save your internal thinking and processing for your journals writing.
Total 2 paragraph, one each answers the questions below.
Chapter 8 focuses on the impact of capitalism on intercultural communication. Drawing on the chapter and and other class activities please discuss one or all of these:
Provide a brief overview of the history of capitalism. How has the development of capitalism impacted U.S. culture?
In the context of globalization, capitalism is increasingly affecting countries with developing economies. Discuss the likely impact of the culture of capitalism on these cultures.
Why is an understanding of capitalism important for the study of culture and intercultural communication today?
Chapter 1Identify the six points of entry into intercultural praxis and explain how you can use them for more effective intercultural interactions and relationships
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You will use what you have learned from Chapters 1 and 2 in Big Javascript Late Objects to complete the following programs. Use what you have learned about the Scanner class, Constants, variables, printf, and Strings to complete the project.
Remember to watch the Lecture Videos and additional videos in iCollege for examples on these topics and how to comment your program correctly. **Please do not use any advanced material that is not in Chapters 1 or 2.
We will be completing our Programming Projects using Code Check. Nothing is required by you to use this program. For each project, I will provide a URL that will take you to the project to complete. Once you have completed the coding project(s) (you have unlimited attempts), you will download the Report from the Code Check website and upload this zipped file(s) to this Assignment folder. Inside this zipped file will be your completed code and your *calculated score based on testing. You may use your IDE (jGrasp/Eclipse) to write the code and then copy and paste over to Code Check, if desired.
*The calculated score will be located at the bottom of your submission in the form of (for example) “5/5 = 100%”, “4/5 = 80%”, “3/5 = 60%”, etc. IF YOU DO NOT obtain 100%, I encourage you to reach out for help on the Problem & Solutions Blog with your error messages so others can help. You can also view the “Common Code Check Errors” document located in iCollege. Please make sure you have viewed the “How to Use Code Check” video before starting.
TakeoutOrder.java
We will be writing a simple program to model a take out fast food order. Once we have the user’s name and food order, we will output the “check” or “receipt” with the total purchase.
The following are sample runs of the program to help you write your code and format your output. Please make note of “blank” lines in between output statements. It must match exactly to pass the Code Check tests.
Sample Output 1:
Welcome to Burger Hut. We sell hamburgers, cheeseburgerssmall fries, large fries, and one size drink.Once you have placed your order, your receipt will print.
Please enter your first name: JamiePlease enter your last name: HowardsEnter how many hamburgers to order: 1Enter how many cheeseburgers to order: 2Enter how many small fries to order: 2Enter how many large fries to order: 1Enter how many drinks to order: 3
Burger Hut <– Notice the indented name and date 6/28/2021 5:51 PM
Howards, J <– Notice the left-aligned last name, first initial and totalTotal: $27.40
\\Thank you and come again!// <– Notice the indented goodbye message and \\ //
Sample Output 2:
Welcome to Burger Hut. We sell hamburgers, cheeseburgerssmall fries, large fries, and one size drink.Once you have placed your order, your receipt will print.
Please enter your first name: ArianellePlease enter your last name: WalkersonEnter how many hamburgers to order: 0Enter how many cheeseburgers to order: 4Enter how many small fries to order: 3Enter how many large fries to order: 1Enter how many drinks to order: 5
Burger Hut 6/28/2021 5:51 PM
Walkerson, ATotal: $39.05
\\Thank you and come again!//
Instructions for Part 1:
Go to the following URL to complete the project: Programming Project 1
If using and IDE (jGrasp or Eclipse), create a new class file named TakeoutOrder.Javascript with a main method.
You will be filling in code everywhere you see the ellipses (. . .) in the code. Please follow the instructions and use the Sample Outputs to guide you.
Write the Class comment and @author and @version tags
Declare and initialize 5 Constants for:
The cost of a hamburger is 4.75
The cost of a cheeseburger is 4.95
The cost of a small fry is 1.00
The cost of a large fry is 2.50
The cost of a drink (one size only) is 2.75
Remember to name your Constants according to Javascript standards using ALL_CAPS.
Use a series of println statements to output the “Greeting” message (see Sample Output)
The prompt for the user’s first name is already included in Code Check. Create a variable to store the input for the first name and use a Scanner method to read the value from the Console.
The prompt for the user’s last name is already included in Code Check. Create a variable to store the input for the last name and use a Scanner method to read the value from the Console.
Following the example of Steps 7 & 8, write the prompts for each food item and create variables to store the inputs. Use Scanner methods to read in the values from the Console. (You will have 5 more prompt and input statements.)
Using only existing variables and Constants, calculate the total cost of the bill (receipt). No *magic* numbers here – use the variables and constants only.
Using printf statements, output the Restaurant name (Burger Hut) and the date and time (6/2/8/2021 5:51 PM) indented. *Note: To indent the output in, you will need a numerical value in your printf statement before the ‘s’ in %s (see p. 52). You can judge how far in to indent by comparing the ‘B’ in Burger to the line above it – notice it is under the ‘d’ in drinks.
Using a println statement, output the last name, first initial of the user.
Using printf statements, output the total with 2 decimal places (see p. 52) and the goodbye message indented . Again, use the method of Step 11 to judge how far to indent. You will also need the \\ and // in the message, so please make sure to look at Escape Sequences.
Submit your code in Code Check and check the results of the tests. Please correct any error messages or output formatting issues.
Once you have everything correct, download the zipped file and then upload to this Assignment folder. You should see a “Download” button that looks like this that will give you a zipped file containing your code and test data:
Testing and Submitting
Once you have thoroughly tested your program, please upload the zipped file only to this Programming Project 1 folder.
You will be graded on:
Neatness of code and use of proper indentation of 4 spaces, 8 spaces, etc. This is the Checkstyle part of your Report.
Commenting of code – including class comment, @author, @version, and code comments. This is the Checkstyle part of your Report.
Good use of constant and variable names – they should be descriptive names and not individual characters or abbreviations. Ex. FINAL_COST or firstName. This is the Checkstyle part of your Report.
Output is correct and matches the Sample Output for all tests that executed on your code in Code Check. This is the Test 1, Test 2, etc. part of your Report. They must say “Pass”.
Correct calculations using variables and constants (i.e. the math is correct). This is the Test 1, Test 2, etc. part of your Report.
My visual inspection of your code. I will be checking for good variable and constant names and well as good indenting of code. Instructor reserves the right to make adjustments to the Code Check score based on inspection
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Read “Digital Life in 2025” (Anderson & Rainie, 2014): This is a long report so you do not need to read it all. You do need to read the Overview (online or pages 5-12 in the Complete Report that you can download by clicking on it at the top right), which introduces the survey and briefly introduces the “more hopeful” and “less hopeful” theses.
Then explore one of the more hopeful theses and one of the less hopeful theses from the summary – two items that you want to read more about – and read those sections of the report in full (the more hopeful section begins on page 23, and the less hopeful section begins on page 41). If you prefer to read most or all of the complete report, that’s great too, but this is the minimum requirement.
View Tim Berners-Lee’s TED talk, “A Magna Carta for the Web” (2014); it’s under 7 minutes long, you can view it on YouTube if you prefer, and there’s an Interactive Transcript also. You are strongly encouraged to also read or view one or more of the optional materials for this week.
You should then respond to just one of the following sets of questions in a short paragraph. (Title your post either More Hopeful or Less Hopeful.)
More Hopeful:
What is the prediction and what is exciting about this possibility in our future and in the future of the Internet…and why? What specific pitfalls or dangers accompany this new possibility?
OR
Less Hopeful:
What is the prediction and what most concerns you about this possibility with regards to our future and the future of the Internet…and why? What can/should we do to alleviate or avoid this negative outcome?
Please directly reference the “Digital Life in 2025” article (include a page number from the PDF), and perhaps also refer to the required video and other materials that you explored. Since there are many optional materials and many options in the assigned reading, make sure to acknowledge exactly what you read/viewed.
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. Digital Life in 2025” (Anderson & Rainie, 2014): This is a long report so you do not need to read it all.
