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  • cyb 400 journal entry

    First, complete the assigned readings for the week. Then read the journal prompt and write a reflection. Your journal entry should be two paragraphs long and address the prompt provided in each module.

    Auditing plays a critical role in ensuring the security and efficiency of computing environments. Inherent complexities and vulnerabilities within the infrastructures leave the potential for unauthorized access, data breaches, and performance bottlenecks.

    Describe why auditing each of these environments (User, Workstation, and LAN) is essential for identifying and mitigating security risks, optimizing network performance, and ensuring compliance with regulatory standards.Submit journal assignments as Word documents with double spacing, 12-point Times New Roman font, and one-inch margins. Responses should be at least two paragraphs long and address the points indicated in the journal prompt for each module.

    Requirements: see above (2 paragraphs)

  • Epidemiology of a Mental Disorder

    1. Chose a mental disorder that has a prevalence of at least 1% of the US population. Accurately described the mental disorder in terms of diagnostic criteria and associated consequence.

    2. Three types of disparities clearly explored: age, gender, racial/ethnic, cultural, socioeconomic, geographic, educational, religious, and social support vs. social isolation disparities. Detailed and accurate description demonstrates clear understanding of the target group and their significant concerns regarding quality of life.

    3. Descriptive Epidemiology-Provide relevant and credible sources of epidemiological data regarding the significance of the quality of life issues identified in the priority population. Data are very accurately applied to the defined community and interpreted correctly. Very relevant risk factors or conditions are included and very clearly prioritized (e.g., 2×2 matrix).

    4. Clearly stated the risk factors and how the risk factors were determined. Critiqued the methods.

    5. Clearly described the comorbidities and the implications

    6. 5-6 pages APA format with references

    Requirements: 5-6 pages

  • reading response

    Each reading response will include one short essay question of one and a half pages, 12pt font, 1-inch margin, double-space. long answer maximum (525 words approximately). Reading responses will cover the class material for the weeks.

    Reading Response #1.

    According to Allaine Cerwonka and Liisa Malkki (2007), how does knowledge production, through ethnographic work, get done? More precisely, in your own words, mention the required techniques, skills, abilities, performances, and approaches, a good researcher, in Cerwonka and Malkkis work (2027), must have while conducting fieldwork (either in anthropological or interdisciplinary research). Use both readings in your response.

    Requirements: 525

  • Epidemiology of a Mental Disorder

    1. Choose one mental disorder that is prevalent in at least 1% of the US population .Accurately described the mental disorder in terms of diagnostic criteria and associated consequences.
    2. Three types of disparities clearly explored: age, gender, racial/ethnic, cultural, socioeconomic, geographic, educational, religious, and social support vs. social isolation disparities. Detailed and accurate description demonstrates clear understanding of the target group and their significant concerns regarding quality of life.
    3. Descriptive Epidemiology provide very relevant and credible sources of epidemiological data regarding the significance of the quality of life issues identified in the priority population. Data are very accurately applied to the defined community and interpreted correctly. Very relevant risk factors or conditions are included and very clearly prioritized (e.g., 2×2 matrix).
    4. Clearly stated the risk factors and how the risk factors were determined. Critiqued the methods.
    5. Clearly described the comorbidities and the implications
    6. The paper must be double-spaced, 5 pages, and in AP

    Requirements: 5-6 pages

  • Science Question

    When you observe a piece of art, your response is influenced by who you are as a human being: your life experience, your temperament, your preferences, your worldview, your feelings, values, and beliefs even your mood that particular day. All of these factors can all influence how you respond to an artwork.

    Because of this, a work of art can have very different, but equally valid, meanings for different people.

    This essay will give you an opportunity to observe, consider, and interpret what an artwork means for you.

    You do not need to know anything about art. You are considering it as a thoughtful observer, and sharing your views with your reader.

    NOTE: I do not care nor do I want to hear what a chatbot has to say about it. I am not interested in an art history analysis. I want to understand how you, as a human being, interpret it from your own point of view. ETA: Because of this, you absolutely can and will use the first person “I” instead of the more distanced third person typical of some academic writing.

    The artwork well use for this essay is the untitled work, often called Your Body Is a Battleground (1989) by American artist Barbara Kruger.

    Barbara Kruger – Your Body Is a Battleground

    Your audience

    Your reader will be someone interested in art that is open to interpretation. (They may or may not be familiar with this particular piece.) They are curious to hear what this artwork means for you and why; i.e. what has led you to your personal understanding of it.

    Process: how to prepare:

    1. Guided brainstorm:

    This brainstorm will exercise your critical thinking by making inferences based on observation.

    Consider whether you will approach this brainstorm using deductive reasoning (having a broad first impression then looking at details that support it) OR inductive reasoning (examining the details first to form a more holistic impression.

    Look at the above image (on a laptop or other computer, not your phone) and write down the following by hand (handwritten brainstorming is strongly preferred):

    What stands out to you? What basic elements comprise the design? What seems significant about them? When you look closer, or for a longer time, what new details do you notice? What connections can you make, either among the elements or with your ideas and inferences? What do these elements remind you of? How do you relate to them personally?

    Gather your thoughts in your brainstorm (free write, list, journaling clustering, etc., whatever works for your purpose) and set them aside. Come back later with a fresh mind and review. Collectively, what do your notes point to as a core idea? In other words, what is a central point you want to make about how you interpret and relate to this piece? That idea will lead to your draft thesis.

    NOTE: You have several options in terms of the lens through which you interpret this image. Your inferences can be personal (i.e. about your own direct life experience), or your take on this might be political, or social, or psychological, etc. It’s up to you which interpretation you find most compelling, but ultimately focus on one in particular for your essay.

    You will post your brainstorm as your Essay 1 Prep 1: Brainstorm assignment.

    2. Draft thesis:

    Your thesis draft will be a sentence that expresses the main point you want the reader to understand about what this artwork means for you. See the module lesson on thesis statements here: Intro to Thesis Statements

    3. Outline:

    Based on your thesis, think about the key points you want to make to expand on your main idea. Look again at your initial brainstorm from when you were closely observing the artwork. (You can do a follow-up brainstorm too.)

    In your outline, each supporting claim / topic sentence (one per body paragraph) will express a thought you have about the specific visual or word-based elements you noticed and how they led to your interpretation of this piece and how you relate to it.

    In one paragraph youll also compare what you believe may have been the artists original intent versus how youre interpreting it. (See next section.)

    NOTE: You will post your draft thesis & outline as your Essay 1 Prep 2: Thesis & Outline assignment.

    4. Consider the original context:

    After youve come to your own conclusions / interpretations of the artwork and drafted your main thesis and outline, read more about the artist and context for this piece here: The Broad Museum: Barbara Kruger: Untitled (Your body is a battleground)

    Consider what the artist may have intended by making this artwork. (Its fine if its different from your take!) In one paragraph of your essay, youll compare your interpretation vs. what the artist may have intended.

    However, WAIT to look up the original context until after youve formed your own interpretation. You need your own unfiltered impressions first for your essay to be authentically you.

    No other research is necessary for this essay.

    5. Draft essay:

    Using your outline as a map, draft an introduction, body paragraphs, and a brief conclusion. See the lessons in this module for guidelines on these basic essay elements.

    As you draft, here are three questions to ask yourself (and clarify):

    What does my reader need to know or understand at this point?

    What am I trying to say?

    Why does it matter? (i.e. what are the implications?)

    6. Review, revise & format:

    Review your draft and revise as needed to ensure: your intro sets up your topic for your reader; your thesis and supporting claims are clear and consistent; and each body paragraph develops its focused point in a thoughtful way with supporting details and elaboration. (Again, see the module lesson content for tips.)

    Format your paper in MLA format, do a final proofread, then submit. Your Works Cited will consist of the artist and artwork information; see our textbook A Writer’s Reference, section MLA 4-b, #51 (which includes an example of how to format and what to include).

    Resources

    For more guidance on your essay, in our textbook A Writer’s Reference review:

    C1: Planning

    C2: Drafting (especially the section on argumentation thesis statements)

    C3: Writing paragraphs

    C4: Reviewing, revising, editing

    For full specifications (page length, etc.) and to submit the assignment, click here: Essay 1: Interpretive argument

    AI Policy

    This essay is based on your own perceptions, experiences, and opinions. Only you can write this. AI cannot do it for you, at least not convincingly, and your grade will reflect any attempt at taking a shortcut. Do your own work independent of AI from the brainstorm through producing and revising the paper. Your essay should be based entirely on your own insights and the voice should be exclusively your own.

    Click NEXT to continue in the module.

    Requirements:

  • TELEHEALTH

    Consider the following scenario:

    During the COVID-19 pandemic, Central Healthcare System (CHS) integrated telehealth services within several facilities, including their health education center and several outpatient practices, and many patients took advantage of these services. With the decrease in pandemic-related hospitalizations and case numbers, functions within CHS started returning to normal, but administrators are considering continuing telehealth services and potentially expanding into other practices. During the pandemic, surveys were conducted with all patients and providers after telehealth visits, and focus groups were conducted with smaller groups of patients and providers across a range of sites. A CHS analyst analyzed the data from the surveys and focus groups and provided CHS healthcare leaders with the following condensed summaries. CHS administrators plan to synthesize and analyze this information along with data from scholarly literature to help inform their decision.

    Central Health System Telehealth Survey Highlights:

    Percent of Patient and Provider Ratings of Agree or Strongly Agree on Telehealth Survey Questions by Category

    Telehealth Characteristics CHS Patients CHS Providers
    Convenience 91% 76%
    Ease of Use 67% 94%
    Effectiveness 78% 75%
    Overall Satisfaction 83% 81%

    Overall patient and provider perceptions of telehealth were very positive. Ease-of-use ratings were lower among patients than providers, with the lowest ratings among patients ages 65 and older. Effectiveness ratings were largely favorable, but were lower among surgical patients and providers.

    Central Health System Telehealth Focus Group Highlights:

    Themes and Subthemes of Patient and Provider Perceptions of Telehealth. Patient and provider responses centered around acceptance of telehealth, convenience of telehealth, and barriers to telehealth. Overall, patients and providers cited a high acceptance of telehealth and felt visits were useful and of high quality. Providers found that visits were highly efficient, and patients noted that the lack of travel reduced their time away from work and other obligations. Providers and patients were concerned that some visits could not adequately capture the same information yielded from in-person physical exams. Inexperience with technology also negatively impacted some patients’ perceptions of telehealth.

    How might a telehealth expansion benefit CHS patients or providers? How could an expansion be advantageous to the organization as a whole? Alternatively, what are some of the possible risks or drawbacks of a CHS telehealth expansion? CHS leaders recognize that a telehealth expansion is a major decision that would require a significant investment of time and resources, and they want to use evidence to drive decision-making around if and how they might expand these services.

    In this two-part Final Project, you will apply your understanding of the Data-Driven Decision-Making Framework to CHSs decision-making process. In the first part of your Final Project, you will focus on the Data, Information, and Knowledge phases of the framework that precede a decision as you integrate available data to inform a decision recommendation. The second part of the project will concentrate on the steps that follow a decision, including plans for implementation, impact evaluation, and communication with stakeholders.

    For this first portion of your Final Project, you will search for scholarly literature on telehealth service delivery and use a Literature Review Matrix to organize the conclusions. Then, you will use the data from the literature, along with the provided CHS data summaries, to analyze and synthesize your findings to support a decision about a possible expansion of telehealth services.

    Part 1: Literature Review Matrix

    • Use the Literature Review Matrix to organize the two telehealth articles that were provided, as well as three additional articles that will help support the decision.

    Part 2: Draft a 7- to 8-page paper providing a synthesis of your information and your data-driven decision. Within your paper, include the following:

    • Briefly describe the decision that was proposed within the scenario.
    • Organize the provided CHS data summaries and the five scholarly articles from your Literature Review Matrix to support a decision.
    • Analyze the literature and consider the evidence available to help inform the decision. Include an explanation of the significance of the findings.
    • Explain the additional types and sources of data that may be needed to support the decision.
    • Synthesize the data, information, and knowledge to support a decision.

    Note: You will submit both the Literature Review Matrix and paper to meet the requirements for this Assignment.

    Requirements: 7 PAGES

  • Computer Science Question

    Governance, Quality, Compliance and Ethics: EIS852

    Unit 8 – Discussion Board 1 (75 points)

    Due: Thu, Jan 22 |

    Description

    Primary Response is due by Thursday (11:59:59pm Central), Peer Responses are due by Saturday (11:59:59pm Central).

    Primary Task Response: Within the Discussion Board area, write 400-600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

    Compare and contrast other acts, either from the present or the past, that are similar to the SarbanesOxley Act (SOX). Identify 1 or 2 acts that would be comparable, and answer the following questions about each act:

    • How are they alike?
    • How are they different?
    • Are they successful?
    • In your opinion, is the act comparable, better, or worse than SOX?

    Responses to Other Students:

    Respond to at least 2 of your fellow classmates with at least a 200-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:

    • How would you justify a different perspective from your classmates on the topic?
    • How, additionally, would you defend your classmates position?
    • What critique do you offer your classmate in regard to clarity and thoroughness of their post?
    • Please address all prompts. When offering counterargument or justification, consider practice, theory, and examples from your own experience, reading, or current events in presenting your position.

    For assistance with your assignment, please use your textbook, all course resources, and any external research and resources you have gathered.

    Discussion Board Rubric

    Expectation

    Points Possible

    Points Earned

    Comments

    Application of Learning Material Content: Initial post demonstrates understanding of Learning Material content.

    25

    Application of Course Knowledge: Initial post contributes unique perspectives or insights gleaned from text/learning resources, or specified by assignment.

    25

    DB Responses: Responds substantively to two posts. Responses encourage interaction in the Discussion Board and classroom community.

    10

    Academic Writing: Initial post presents information logically and is clearly relevant to discussion topic. Posts contain accurate grammar, spelling, and/or punctuation with few or no errors. All resources should be cited in current APA format.

    15

    Total Points

    75

    Total Points Earned

    Unit 8 – Individual Project (125 points)

    Due: Sun, Jan 25 |

    Description

    Assignment Details

    In a paper of 46 pages (not including title and reference pages), outline the key components of the SarbanesOxley Act (SOX) and provide the supported impact for each significant area. During your outline development, the following key areas must be identified:

    • Describe the key points that make up SOX.
    • Explain any sub-areas of importance.
    • Identify any areas that play a key role in policy development (minimum of 2).
    • Identify any areas that play a role in ethical conduct description (minimum of 2).
    • Give a short description for both ethics and policy identification.

    Please submit your assignment.

    For assistance with your assignment, please use your textbook, all course resources, and any external research and resources you have gathered.

    Individual Project Rubric

    The Individual Project (IP) Grading Rubric is a scoring tool that represents the performance expectations for the IP. This Individual Project Grading Rubric is divided into components that provide a clear description of what should be included within each component of the IP. Its the roadmap that can help you in the development of your IP.

    Expectation

    Points Possible

    Points Earned

    Comments

    Assignment-Specific: Describes the key points that make up the SarbanesOxley Act (SOX) and explains any sub areas of importance

    23

    Assignment-Specific: Identifies any areas that play a key role in policy development (minimum of 2)

    23

    Assignment-Specific: Identifies any areas that play a role in ethical conduct description (minimum of 2)

    23

    Assignment-Specific: Gives a short description for both ethics and policy identification

    23

    Assignment-Specific: Demonstrates the utilization of the course readings and other scholarly or professional materials to complete the assignment.

    23

    Professional Language: Assignment contains accurate grammar, spelling, and punctuation with few or no errors. (APA formatting is required or style specified in assignment).

    10

    Total Points

    125

    Total Points Earned

    Security Management: EIS854

    Unit 8 – Discussion Board (75 points)

    Due: Thu, Jan 22 |

    Description

    Primary Response is due by Thursday (11:59:59pm Central), Peer Responses are due by Saturday (11:59:59pm Central).

    Primary Task Response: Within the Discussion Board area, write 400-600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

    Discuss the following:

    • Does the body of security policies in an organization provide information security?
    • What is the contribution of security policies to the security of the computing environment? Be specific, and support your position.

    Responses to Other Students:

    Respond to at least 2 of your fellow classmates with at least a 200-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:

    • How would you justify a different perspective from your classmates on the topic?
    • How, additionally, would you defend your classmates position?
    • What critique do you offer your classmate in regard to clarity and thoroughness of their post?
    • Please address all prompts. When offering counterargument or justification, consider practice, theory, and examples from your own experience, reading, or current events in presenting your position.

    For assistance with your assignment, please use your textbook, all course resources, and any external research and resources you have gathered.

    Discussion Board Rubric

    Expectation

    Points Possible

    Points Earned

    Comments

    Application of Learning Material Content: Initial post demonstrates understanding of Learning Material content.

    25

    Application of Course Knowledge: Initial post contributes unique perspectives or insights gleaned from text/learning resources, or specified by assignment.

    25

    DB Responses: Responds substantively to two posts. Responses encourage interaction in the Discussion Board and classroom community.

    10

    Academic Writing: Initial post presents information logically and is clearly relevant to discussion topic. Posts contain accurate grammar, spelling, and/or punctuation with few or no errors. All resources should be cited in current APA format.

    15

    Total Points

    75

    Total Points Earned

    Unit 8 – Individual Project (125 points)

    Due: Sun, Jan 25 |

    Description

    Assignment Details

    You are the chief information security officer (CISO) of a federal civil agency and have become quite concerned lately that personal identifying information (PII) is not being protected or handled appropriately. Complete the following:

    • Write an appropriate policy that defines PII; establishes responsibility for protecting PII; explains how you will identify and protect elements of PII; and describes auditing, reporting, and incident requirements.
    • You may review published policies and use them as sources, but you should create your own as well.

    Ensure that your paper meets the following requirements:

    • Format your submission using APA formatting.
    • Your submission should include a title page, body, and reference list. There is no need for an abstract for this assignment.
    • The body of your submission should be a minimum of 4 double-spaced pages.
    • All submissions should include at least 2 authority references other than your textbook.
    • Cite all references using APA format.
    • Save your assignment as a new Word document, and name the file using the convention “Unit8_IP_Lastname.”

    Please submit your assignment.

    For assistance with your assignment, please use your textbook, all course resources, and any external research and resources you have gathered.

    Individual Project Rubric

    The Individual Project (IP) Grading Rubric is a scoring tool that represents the performance expectations for the IP. This Individual Project Grading Rubric is divided into components that provide a clear description of what should be included within each component of the IP. Its the roadmap that can help you in the development of your IP.

    Expectation

    Points Possible

    Points Earned

    Comments

    Assignment-Specific: Writes an appropriate policy that defines PII and establishes responsibility for protecting PII

    35

    Assignment-Specific: Writes an appropriate policy that explains how it will identify and protect elements of PII

    35

    Assignment-Specific: Writes an appropriate policy that describes auditing, reporting, and incident requirements

    35

    Assignment-Specific: Includes all required components as outlined in the assignment instructions

    10

    Professional Language: Assignment contains accurate grammar, spelling, and punctuation with few or no errors. (APA formatting is required or style specified in assignment).

    10

    Total Points

    125

    Total Points Earned

    Requirements:

  • Studypool Professional

    ACADEMIC WRITING COMMISSION

    Two Term Papers + Required Research Artefacts

    I am hiring a writer to complete two academic term papers AND the required supporting artefacts used in the research and problem-based learning process.

    All work must be undergraduate (Bachelor) level, written in formal academic English, with APA referencing only.

    —

    PAPER 1 AI IN EDUCATION

    (Critical Academic Paper)

    Length

    4,000 words

    Topic

    Artificial Intelligence in Education, with focus on Generative AI.

    —

    REQUIRED OUTPUTS (ALL MUST BE DELIVERED)

    1? Main Academic Paper (4,000 words)

    Must include:

    Introduction (clear scope + problem focus)

    Literature review based on two core peer-reviewed papers

    Critical analysis (benefits, risks, limitations, implications)

    Explicit academic reflection section

    Conclusion

    APA reference list

    —

    2? Problem Definition

    A clear, written problem statement, explaining:

    What specific issue in AI + education is being examined

    Why it is relevant

    How the chosen literature relates to the problem

    (Short section or separate document is fine.)

    —

    3? Mind Map (REQUIRED)

    A visual or structured mind map showing:

    The problem space

    Key concepts

    Sub-themes

    Relationships between ideas

    Can be delivered as:

    Image (PNG/JPG), or

    Structured outline clearly labelled as a mind map

    —

    4? Research Process Documentation

    A short document describing:

    How sources were found

    Databases / search strategies used

    Why the two main papers were selected

    How the topic was narrowed/refined

    This does not need to be long but must exist.

    —

    PAPER 2 LITERATURE REVIEW

    Book Chapter Topic: ChatGPT and Cyber Security

    —

    Length

    4,000 words

    —

    REQUIRED OUTPUTS (ALL MUST BE DELIVERED)

    1? Literature Review Paper

    Must include:

    Introduction (topic + relevance)

    Methodology (how literature was selected)

    Thematic analysis (grouped research themes)

    Critical discussion (gaps, disagreements, weaknesses)

    Conclusion

    APA reference list

    —

    2? Scope Definition

    A clear written explanation of:

    What aspects of ChatGPT & cybersecurity are included

    What is excluded

    Why this scope was chosen

    —

    3? Mind Map (REQUIRED)

    A mind map showing:

    Core themes

    Sub-themes

    How research areas connect

    Same format rules as Paper 1.

    —

    4? Literature Selection Rationale

    Short explanation of:

    Search terms used

    Databases used

    Inclusion/exclusion criteria

    How sources were evaluated for quality

    —

    RULES (NON-NEGOTIABLE)

    APA referencing only

    Peer-reviewed academic sources only

    No blogs, news sites, or opinion articles

    Academic tone throughout

    No plagiarism

    No AI-detectable generic writing

    Clean formatting, ready to submit

    —

    FINAL DELIVERABLES CHECKLIST

    The writer must deliver:

    Two separate 4,000-word papers

    Two mind maps (one per paper)

    Problem + scope definitions

    Research process documentation

    APA-compliant reference lists

    Editable files (DOCX + images if applicable)

    Ps. A pdf file can be provoded later.

    Requirements:

  • Case Studies Question

    LAB 2: FIELD OBSERVATION

    (Individual Submission) READ ALL INSTRUCTIONS CAREFULLY BEFORE YOU BEGIN
    Submit on CanvasGradescope | |

    In this lab, youll continue to tune your ability to notice how cognition actually unfolds in everyday life. By performing a close observation of a particular activity in the wild, youll gain more experience observing the coordination of cognitive resources, including: the internal (not-observeable), embodied, external and material. In addition, you practice documenting activity in still images, and in turn using photographs as data for subsequent description and analysis. You are tasked with learning how to see what is relevant in visual data, and use activity descriptions to support inferences about cognitive processes and outcomes. Your analysis will be grounded in course concepts.

    The more care you put into observing and documenting your activity, the more insight youll gain into how cognition works beyond the headand the stronger your foundation will be for the projects that follow.

    LEARNING OBJECTIVES

    1. Observe: Continue to tune your attention to the much broader range of human activities that can be described as cognitive.
    2. Record: Practice documenting cognitive activity via still photographs.
    3. Practice: Obtaining informed consent from potential research participants.
    4. Analyze: Clearly differentiate between data, description, and analysis, and use description to support inferences about cognitive processes and outcomes.

    DELIVERABLE

    A PDF copy of the Lab 2 report template uploaded to Canvas including: a field note; (2) primary photographs; a description of the (2) primary photographs; an analysis of the cognitive activity; References + Appendix A (informed consent of participants) + Appendix B (full set of photographs taken).

    SUBMISSION

    Format: Make a copy of the lab report template and follow its format carefully.

    Length:Please use the styles provided in the report template. Your description and analysis together should be no longer than 1000 words.
    Title: Please give your paper a title at the top of the document
    Sections/headings:you are encouraged to use appropriate sections and heading to
    structure your document and provide context for the reader, although they are not required. These should not take the place of actual body content as it relates to the expected length of your paper
    Citations & References: You must cite a minimum of one (1) relevant reading from class, though you will likely find at least (2) of the required + optionals readings to be relevant. You must use APA formatting (see for a style guide, or leverage google scholar to generate the appropriate in-line citation format as well as format for the reference section ). No shallow citations. If you cite a source, explain its relevance and importance to the topic under discussion in enough detail to demonstrate a clear connection.

    INSTRUCTIONS

    PART 1: MAKE FIELD OBSERVATIONS OF A COGNITIVE ACTIVITY in the wild

    1. Choose an activity to document.
    • Make sure the activity is interesting, accessible, observable, legal, involves people interacting with other people and/or the material environment.
    • Make sure the activity is naturalistic (i.e. not staged for the purpose of your observation).
    1. Obtain informed consent from the individuals you wish to observe.
    • Use the (photo informed consent) form, and make sure each participant you photograph signs the consent form (before you photograph them). You are required to include the signed documents as part of this assignment. Assignments without informed consent documents will not be graded and receive an automatic 0.
    1. While observing the activity, take a substantial amount of photographs (not video).
    • Please be judicious as though you were using a film camera, and plan to submit no more than 10-20 photos to fully document the activity.
    • Capture interesting aspects of embodied engagement and the social and material environment of the activity.
    • Shoot a combination of wide and close shots. Aim to record the primary sites of action, as well as what you might consider contextual elements.
    1. In addition to your photographs, take at least (1) field note.
    • Record the time and location of the activity.
    • Describe (in words) what action is occurring, and any context you believe is relevant to the action.

    PART 2: DESCRIBE THE COGNITIVE ACTIVITY

    1. Choose two (2) photos to describe in detail.
    • Your two photos should be different from each other in some way: before/after; process/product; front/back; wide/tight; social/material…
    1. Write a description of each photograph, in detail.
    • Pay close attention to your photographic data, and describe: What, where, who, when, how?
    • Describe in detail observable embodied and external resources specific and relevant to the activity.
    • Describe the arrangement and interaction of the relevant resources in both space and time
    • Make sure your observations are based wholly on observations phenomena captured in the photos (i.e. your data), and not your own prior knowledge of the activity

    PART 3: ANALYZE THE COGNITIVE ACTIVITY

    1. Write a cohesive analysis of the entire cognitive activity that you observed, based on your raw data (field note, photographs) and description.
    • Describe what you believe the goal of the activity likely was
    • Look for evidence of basic cognitive processes (e.g. memory, perception, judgements decision-making, reasoning) as well as complex cognitive activities (e.g. planning, sensemaking, learning, etc. ) in your participants actions.
    • Using the raw data, description, and concepts youve learned in class (appropriately referenced), make reasonable inferences about how the goals of the observed cognitive activity were met using the assemblage of resources you observed.

    GRADING RUBRIC

    CRITERIA

    PT

    Primary Photographs + Field Note

    • Includes (2) photos + field note (screenshot or photo
    • Includes appendix with the full set of photos taken (10-20)

    2

    Activity Description identifies and describes:

    • External environment and observable material resources
    • Interaction with external environment
    • Sequence of activities and/or interaction with resources in the environment

    3

    Activity Analysis concisely addresses the questions:

    • What was the goal of the cognitive activity? What internal and external resources were involved? How did the activity accomplish its cognitive functions?
    • Includes appropriate differentiation between observable descriptions and subjective analyses
    • Appropriately situates emergence of activity in the world rather than solely in the mind

    3

    General + Informed Consent

    • Includes at least (2) appropriately formatted references
    • Includes informed consent document for each participant
      (failure to get informed consent means your project cannot be graded and will receive a 0)

    2

    TOTAL

    10

    USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES

    The purpose of this assignment is to tune your ability to notice, observe, reflect, describe and analyze a cognitive activity. We recognize that writing is hard. However, writing is in and of itself an act of thinking. This is a situation in which it is not beneficial for your current learning or future research performance to offload the composition of writing onto an AI-based tool.

    • FOR WRITING: You are not permitted to use generative AI systems (such as ChatGPT, Claude, and other synthetic text generating tools) in writing your lab report.
    • You are permitted to use built-in grammar-correction based tools that are available in Google Docs.
    • FOR INFORMATION GATHERING: You are not permitted to use AI recommender systems (such as ChatGPT, Claude, and AI based features in Google Scholar, Google Search, Semantic Scholar, etc) to locate and investigate relevant source resources including papers to reference. The act of searching and reviewing repositories of your own prior reading materials is beneficial to the act of reflection and analysis required to generate a thoughtful analysis of the cognitive task.
    • FOR IDEATION: You are permitted, with caution, to use AI chat systems (such as ChatGPT, Claude, and similar) to discuss the ideas presented in a source reference. (i.e. chat with a chatbot about the source paper after skimming/re-reading it). If you choose to use AI in this way you are required to include the following text in your references section. The author discussed source [cite papers] with [model name] in preparation of this report]. [url], and then


    Requirements: 1000   |   .doc file

  • Bespoke genome annotation week 2

    We will be annotating a genome that will likely be in the tens of thousands of base pairs long. We will use computational tools to help this project, but we will need to understand how those tools work.

    As practice and to understand what the bioinformatic algorithms are doing, we will start by annotating the sample genome below. You will do this by hand, rather than with computational tools, in order to better understand the algorithms the computer is using.

    In this genome there are 2 operons encoding a total of 4 protein coding genes. Highlight gene features and make a key to illustrate the color code you are using for each gene feature.By the end of this assignment, you should:

    • Highlight each of the protein-coding DNA sequences.
    • Identify the transcription promoter sequences for each operon (this will be the -10 consensus sequence and the -35 consensus sequence).
    • Identify the ribosome binding sites for each gene.

    >geneome_annotation_practice

    AAG CTT CTG CCT AGG CGC CGC CCG GCG CGA GGC TCT CAC CTC TGC CAA GAA GCG CAC CGG CCC AGC AGC TTC GAT AGG ACT CCA GCA CCG TAT AGA CGC CAG

    CCA GCG CGG GCG GCC TCA CGA AGT CAA GGC CAT GGA CCC GCC GTC AGC

    TGG CGC GAC CGC GGA CAG AGC TTC CCA CCA CGC CCT TCC CCG CCT TTG GCC AGC CTT TGC CGT TTC TGG ACT AAG CGC ACC CCA GCT CTC ACT GTA TTG GAC

    TGT GTA CTC CCA CAC TCA ACG ATA TTA CTT ATC TCT GTG CCA CCC TAA

    CCC AGC CGA CCA AAC CCA AGA TTG GTG ATT CGG CGA TTC TAG GAG CTT GAT

    CGC TAT GCA ATC TCC CTC TCT CAA TTT CCT TGG ACT ACC ATT TTA TCT CTA

    CTG CTA CTA CCC TCA TTC AAG TCG CCA TTC TAG CCC TGG GTC ATT GCC

    AAC AGT GAT TTT TCT GGT TCT TCG GCC TGC TGT TTT TCC TCC CAC TCC CAG

    CGA ATC TGC TGG ACT CCC TAT CCT ATG GGT GGT GTA ATT AAA GTG TTT GAG

    ACA ATG GCC CCT TCC GTG AGT CGT TAG GGT TCA TCT GTT TGA CAC TCC

    TAA TCC CCT GCC ACC CAA GGA CAC TGC AGG AGT CGG AGA TAT TGT TCT TTT

    AAT GTG ATT GCT GAT TTC TGT TTC CCC AGT CTT GTA GCT CCT GAA AGG CTG

    GGG TGT CTG AGC AGA GAT AAC CTC TGC ATC GCG GGA CCT CCT TAT ATC

    TAC TCA CAG GTC CAG GCT ATA GTA TGG ACC TGG CTG GAT AAG ACG TGT TGG

    TAT CAA TAG TTG GGA CTT GCG CCA AGC TCC GGA TAC CCA GAC TGT CAG AGA

    GTA CAA ATT CCT CAT GTC ACC GTA AGA TAC ATT TAC AGC GGA GTT TTC

    TTT TGG GTT AAT CAT CTT TCT TCC CTC TTG CGA CGC TCT TGG TTC CGT CGC

    TAC AGA ATA TAC TAC GGT GAA AAA AGG TAT GAA ACT ACG GCA GCA GCA GGG

    CAG CCC TGG AGC TGT CGC TGG AGT CCG ATC ATG TGA T

    >geneome_annotation_practice

    A AGC TTC TGC CTA GGC GCC GCC CGG CGC GAG GCT CTC ACC TCT GCC AAG AAG

    CGC ACC GGC CCA GCA GCT TCG ATA GGA CTC CAG CAC CGT ATA GAC GCC

    AGC CAG CGC GGG CGG CCT CAC GAA GTC AAG GCC ATG GAC CCG CCG TCA GCT

    GGC GCG ACC GCG GAC AGA GCT TCC CAC CAC GCC CTT CCC CGC CTT TGG CCA

    GCC TTT GCC GTT TCT GGA CTA AGC GCA CCC CAG CTC TC ACT GTA TTG GAC

    TGT GTA CTC CCA CAC TCA ACG ATA TTA CTT ATC TCT GTG CCA CCC TAA

    CCC AGC CGA CCA AAC CCA AGA TTG GTG ATT CGG CGA TTC TAG GAG CTT GAT

    CGC TAT GCA ATC TCC CTC TCT CAA TTT CCT TGG ACT ACC ATT TTA TCT CTA

    CTG CTA CTA CCC TCA TTC AAG TCG CCA TTC TAG CCC TGG GTC ATT GCC

    AAC AGT GAT TTT TCT GGT TCT TCG GCC TGC TGT TTT TCC TCC CAC TCC CAG

    CGA ATC TGC TGG ACT CCC TAT CCT ATG GGT GGT GTA ATT AAA GTG TTT GAG

    ACA ATG GCC CCT TCC GTG AGT CGT TAG GGT TCA TCT GTT TGA CAC TCC

    TAA TCC CCT GCC ACC CAA GGA CAC TGC AGG AGT CGG AGA TAT TGT TCT TTT

    AAT GTG ATT GCT GAT TTC TGT TTC CCC AGT CTT GTA GCT CCT GAA AGG CTG

    GGG TGT CTG AGC AGA GAT AAC CTC TGC ATC GCG GGA CCT CCT TAT ATC

    TAC TCA CAG GTC CAG GCT ATA GTA TGG ACC TGG CTG GAT AAG ACG TGT TGG

    TAT CAA TAG TTG GGA CTT GCG CCA AGC TCC GGA TAC CCA GAC TGT CAG AGA

    GTA CAA ATT CCT CAT GTC ACC GTA AGA TAC ATT TAC AGC GGA GTT TTC

    TTT TGG GTT AAT CAT CTT TCT TCC CTC TTG CGA CGC TCT TGG TTC CGT CGG

    CTA CAG AAT ATA CTA CGG TGA AAA AAG GTA TGA AAC TAC GGC AGC AGC AGG

    CAG CCC TGG AGC TGT CGC TGG AGT CCG ATC ATG TGA T

    >geneome_annotation_practice

    AA GCT TCT GCC TAG GCG CCG CCC GGC GCGA GGC TCT CAC CTC TGC CAA GAA

    GCG CAC CGG CCC AGC AGC TTC GAT AGG ACT CCA GCA CCG TAT AGA CGC CAG

    CCA GCG CGG GCG GCC TCA CGA AGT CAA GGC CAT GGA CCC GCC GTC AGC

    TGG CGC GAC CGC GGA CAG AGC TTC CCA CCA CGC CCT TCC CCG CCT TTG GCC

    AGC CTT TGC CGT TTC TGG ACT AAG CGC ACC CCA GCT CTC ACT GTA TTG GAC

    TGT GTA CTC CCA CAC TCA ACG ATA TTA CTT ATC TCT GTG CCA CCC TAA

    CCC AGC CGA CCA AAC CCA AGA TTG GTG ATT CGG CGA TTC TAG GAG CTT GAT

    CGC TAT GCA ATC TCC CTC TCT CAA TTT CCT TGG ACT ACC ATT TTA TCT CTA

    CTG CTA CTA CCC TCA TTC AAG TCG CCA TTC TAG CCC TGG GTC ATT GCC

    AAC AGT GAT TTT TCT GGT TCT TCG GCC TGC TGT TTT TCC TCC CAC TCC CAG

    CGA ATC TGC TGG ACT CCC TAT CCT ATG GGT GGT GTA ATT AAA GTG TTT GAG

    ACA ATG GCC CCT TCC GTG AGT CGT TAG GGT TCA TCT GTT TGA CAC TCC

    TAA TCC CCT GCC ACC CAA GGA CAC TGC AGG AGT CGG AGA TAT TGT TCT TTT

    AAT GTG ATT GCT GAT TTC TGT TTC CCC AGT CTT GTA GCT CCT GAA AGG CTG

    GGG TGT CTG AGC AGA GAT AAC CTC TGC ATC GCG GGA CCT CCT TAT ATC

    TAC TCA CAG GTC CAG GCT ATA GTA TGG ACC TGG CTG GAT AAG ACG TGT TGG

    TAT CAA TAG TTG GGA CTT GCG CCA AGC TCC GGA TAC CCA GAC TGT CAG AGA

    GTA CAA ATT CCT CAT GTC ACC GTA AGA TAC ATT TAC AGC GGA GTT TTC

    TTT TGG GTT AAT CAT CTT TCT TCC CTC TTG CGA CGC TCT TGG TTC CGT CGC

    TAC AGA ATA TAC TAC GGT GAA AAA AGG TAT GAA ACT ACG GCA GCA GCA GGG

    CAG CCC TGG AGC TGT CGC TGG AGT CCG ATC ATG TGA T

    Here are some tips to help you begin the process:

    Highlight each of the protein-coding DNA sequences.

    • The sequence above is in fasta format, which means it is showing the sequence of only 1 of the 2 complementary strands that make up the genome. Remember the complementary strand exists but is not shown.
    • Most genes are protein coding genes. Protein-coding genes can only be found within an open reading frame.Copy this sequence three times below and for each put a space between codons.Do this separately for each reading frame.
      • The first reading frame will look like this NNN NNN NNN NNN
      • The second reading frame will look like this N NNN NNN NNN NNN
      • The third reading frame will look like this NN NNN NNN NNN NNN
    • Once you have the three reading frames copied and spaces added, copy all three of the reading frames a second time below the first set of three reading frames.Label each of the six reading frames (3 forward and 3 reverse) with a header:
      • +1 reading frame (forward)
      • +2 reading frame (forward)
      • +3 reading frame (forward)
      • -1 reading frame (reverse)
      • -2 reading frame (reverse)
      • -3 reading frame (reverse)
    • Protein-coding genes end with a stop codon. What sequences are the stop codons? What would the sequences be on the complementary strand?Highlight in red the stop codons in each reading frame.Remember to look for the reverse complement of the stop codon sequence in the reverse reading frames.
    • Protein coding genes start with a start codon. For this exercise we will only use ATG as the start codon even though GTG and TTG are also possible start codons in phage genes. What would the sequence be on the complementary strand?Highlight in green the start codons in each reading frame, remembering to look for the reverse complementary sequence of ATG on the reverse reading frames.
    • In each of the six individual reading frames, find and mark with bold each of the possible protein-coding DNA sequences that you found.All of the protein coding genes will have an open reading frame at least 120 bp long.
      • For a reverse gene, where will your start codon be relative to your stop codon?
    • Next mark all of the possible protein-coding DNA sequences that you found in each of the six individual reading frames back onto the FASTA file sequence (original sequence with no spaces)
    • If there any genes that overlap, pick one to keep and one to exclude.Tip:Longer genes in longer open reading frames are more likely to be real that shorter ones.Also, it is preferred to have clusters of genes all encoded in the same direction than having neighboring genes alternate between the forward and reverse directions.
    • In prokaryotes, genes are arranged in operons. Genes on the same operon are transcribed onto the same mRNA molecule.Only 1 set of promoter consensus sequences (-35 and -10) is needed per operon. Each gene in an operon is translated.Often, each gene in an operon has its own ribosome-binding site to recruit a ribosome.
    • What are the -10 and -35 consensus sequences (in this case for E. coli)?The chapter ” has a useful overview of promoter sequences in prokaryotes, showing conserved sequences upstream of the start site.
    • What is the Shine-Dalgarno consensus sequence (in this case, of E. coli)?The Shine-Dalgarno consensus sequence in E. coli can be found on .
      • Highlight these in blue on your annotated FASTA sequence
      • What is the reverse complement of the Shine-Dalgarno sequence?
    • Remember that ribosome binding sites and promoter sequences often differ slightly from the consensus sequence.For the sake of this example exercise, you can expect at least 4 out of 6 of the nucleotides to match with the consensus sequence.

    Identify the transcription promoter sequences for each operon

    • Highlight these in yellow on your annotated FASTA sequence
    • What is the reverse complement of the -10 and -35 consensus sequences?
    • Remember that the -10 and -35 refer to average distance from the TSS, not from the start codon.You wont be able to figure out the exact position of the TSS just from the sequence.

    Requirements: