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  • 1960s and 1970

    Unit 6 Assignment Historical Background

    Challenges for freedom grow with in Civil Rights Movement, first with the returning WWII African American veterans — the Double V campaign (1940s), seeking victory in world war but also victory for civil rights. Then, the Brown v Board of Education Supreme Court case (1954) required states to eventually, but definitely, undo racial segregation laws and practices. Finally, activists launched efforts big and small (from local boycotts to major protests) to make that happen, and sooner rather than later. This victory came with the Civil Rights Act (1964) and Voting Rights Act (1965). These post-war decades of struggle would go on to inspire others who sought change, liberties, rights, protections, or empowerment, including women (Womens Liberation/Second Wave Feminism), LGBT+ Americans and other marginalized groups, and most especially with anti-war/peace activists (aimed against the Vietnam War, which started in 1965 and ended in 1975).

    In the late 1960s and early 70s, we find the United States in a new culture war that had some parallels with the 1920s. While some groups pushed for new levels of social progress (especially among the young Baby Boomer counterculture generation) other groups and many elders felt alarm and wanted to push back the tide of change. We live in the fallout of this culture war to this very day. Civil Rights progressed to a Black Power and Black is beautiful movement, and other minority groups stood up for freedom and recognition as well. Women campaigned for basic equal rights still unachieved at that time, like the right to open a bank account or credit card without permission from father or husband, equal pay, and reproductive bodily autonomy. There was nothing like it since the 1920s, which you will remember from our class essay, and they all faced pushback and struggle.

    One interesting parallel with the 1920s involved fashion as a statement of personal protest and change. The Flapper girls of the 20s enacted resistance to the older social order by embracing the opposite of their mothers in terms of attire a short bob instead of long hair; mini-skirts in place of floor or ankle-length garb; abandonment of corsets and curves for a thin, boyish, almost androgynous appearance; and, of course, ample use of make-up. Her behavior defied the old gender norms as she smoked, consumed alcohol, and danced in scandalizing, upbeat ways. Similarly, the hippies of the counterculture, both men and women, defied their parents generation by doing, as much as possible, the opposite in terms of fashion women wore jeans and pants on a daily basis, both genders grew their hair long and men grew facial hair (not clean cut); they had a carefree and almost unkempt look (not highly styled or prim); and many went about without shoes, unclad, in unique items from different countries and cultures; and in beads and headbands rather than tidy white gloves, cute hats, suits, fine jewelry, and high heels. Many elders felt scandalized.

    Whether you admire or resent the Baby Boomer generation, whether you love their music and their particular brand of counterculture activism or prefer to make OK, Boomer jokes, we pause to look back at a time when a significant number of the largest generation in the history of the nation sought to break from the recent past to seek new freedoms and ideals.

    Keep in mind that the young generation was subject to the draft to (Vietnam War, 1965-75), which seemed to cause mass death in a foreign country for increasingly questionable motives. More and more American fathers, sons, and brothers died in combat (in the first war the US would ultimately lose), and some chose to fight back. The anti-war/peace movement and the entire counterculture resisted the draft and the war itself, drawing inspiration from the recent Civil Rights movement and its tactics and victories. Meanwhile, other Boomers enlisted to fight overseas and bitterly opposed the protest actions, whether massive and well organized or just youthful, riotous fun. Again, the culture war at home during this period has simply continued to the present day in one form or another, shifting among new generations; and, if you stop to think about it, there has not been a major change in popular fashion since.

    In order to better understand the time period and those who lived through it, we will look at the popular music of the era. You will choose two (2) songs from among the options provided below that span folk, folk-rock, pop, classic rock, country, and soul tunes. All of this music reflects new counterculture and progressive ideals related to freedom, or they generally capture the rapidly changing milieu. If you are unsure which to choose, consider looking up the lyrics, listening to them, or asking elders who lived in that era what two songs from the list were their own favorites or made an impact on their lives. For this assignment, complete the following:

    • Song Choice: Choose any two (2) songs from the list provided and begin some light research. Using your preferred search engine, look up the lyrics and a bit of background on the tune itself and its writer or performer. Be prepared to share the sources of your research when you add quotes or share specific details aside from lyrics. (As always, both A.I. and Wikipedia are not permitted.)
    • Content: In your written assignment, you will write what you learned about the song itself and its writer/artist and also analyze how the lyrics and style capture the tunes message and this time period. Your submission will thus include some background information (with intext citations) but also include your own personal analysis of the song lyrics. Do not use outside research to analyze lyrics, as that work constitutes part of your own intellectual effort on this task. An artist might be anti-war, pro-womens rights, challenging the status quo, or maybe even countering those narratives with something patriotic or complicated. As long as you have a grasp of the time period and movements, this should be a simple and, hopefully, fun assignment. The submission should reach a minimum of 600 words of original writing, not counting any quote you use, like song lyrics. Think of writing about 300 words per song, but there is no word count maximum.

    Please select songs from this list:

    . You may also find it helpful to review these

    as an example.

    Grading Criteria

    • Submission reflect on two songs and include background on the tunes and their writers or performers.
    • Sources are included for direct quotes and/or specific details shared.
    • Direct quotes of song lyrics are included and used for reflection on the songs meaning, as the source of original analysis.
    • Content must provide a sense of historical context, how the song related to concerns of the time period, and that should usually be obvious, but your research will help if unsure.
    • The regular course readings will have provided a historical foundation for your analysis.’

    PLEASE DO NOT USE AI

    Requirements: 600 WORDS

  • the girl with 7 names essay

    ackground

    In this unit, you will incorporate critical reading and response strategies into your writing repertoire. By wrestling with complex ideas presented in a book, analyzing specialized language, pulling out details, and mapping an argument, you will fully engage with a text and discover how reading critically and carefully can help you to more fully understand any text.

    Further, engaging deeply with a text, will help you to understand how to construct your own complex arguments and to avoid simplistic solutions. Such skills will be especially useful when writing researched argumentative essays in this and other college classes.

    Assignment Details

    For this essay, you need to carefully read and understand a specific text (The Girl with Seven Names). Dont worry if at first the text seems difficult or overwhelming. You and your peers will read, analyze, and discuss the text in the class.

    Keep in mind the characteristics of successful reviews that are described in our textbook (see page 302 in Everyones an Author):

    • Relevant information about the text
    • Criteria for the evaluation
    • A well-supported evaluation
    • Attention to the audiences needs and expectations
    • An authoritative tone
    • Awareness of the ethics of reviewing

    You will write a review by both summarizing and analyzing the text. Remember that your purpose here is not to agree or disagree with the author. Rather, your purpose is to use careful reading strategies to understand what the text is trying to convey to the audience.

    To help you begin, consider how you would describe the plot of a movie when you really liked it and want to convince all of your friends to go see it immediately. How does the style and tone of your description change if you hated the movie? Use these strategies when responding to your text for this assignment.

    Style and Format

    The style and format of this assignment will vary depending on your audience, but it is meant to show your reader that you fully understand the content of a text. Feel free to play with the tone of your essay; make your response fun to read by going beyond just telling what happened. Consider how you want the reader to feel about the book. For example, if you want to motivate the reader to read the book, you will probably use language that is more positive and playful than if you wanted your reader to avoid it.

    Requirements: 4-5 pages, double-spaced, properly formatted

    Audience

    Consider your audience carefully. Are you writing this review to your parents? Instructor? Younger sibling? Perhaps, you want to write it for high school students who have yet to learn critical reading strategies. How will your tone change if you want to teach a reader to understand the text more fully? Whomever you choose as your audience, remember that your goal is to produce an interesting review of this text.

    Tips

    • Create a map of the ideas presented in the text; this map could be a literal map, a spider graph, an outline, or any other visual representation of the text. Dont be afraid to have fun with this part of the assignment. Go ahead: use color or graphics.
    • Trace the logic used by the author to reach a conclusion (e.g. evidence, data, opinions, stories, or even descriptions).
    • Discuss the book with various people (inside and outside the university). Pay attention to the details you choose to share depending on your audience.
    • Underline key passages or places where youre most intrigued or confused.
    • Look up words that youre unfamiliar with or have never read before. Once you grasp the full meaning of the word, try using it in a sentence with a friend or in a written message to someone.
    • Take advantage of moments when you feel frustrated with the text; these are great opportunities to make fun of writing and its complexities. Remember that not all writing is good writingeven if its published.

  • Primary Source Analysis: Autobiography/Memoir.

    Instructions

    Compare two accounts of the creation and reception of the film adaptation of West Side Story (1961). I will upload two autobiographies/memoirs! Study those sections, and write a 750-word essay comparing their accounts. Your essay should be guided by the following question: How do first-person accounts shape our understanding of a media artifact or a historical moment?

    Questions to consider (need not answer all):

    • Do the two accounts tell a similar story about the film? Where do they agree? Where do they disagree?
    • How is each author positioned in relation to the film? Did they have a lot of influence, or a little? Within their scope, how did they impact either the process of making the film, or the final result?
    • How do they position the film in relation to their life/career? Was it transformative in positive, negative, or mixed ways?
    • What feelings do they express about their relationship to the film from the time in which they are writing? Do they look back on the film with pride, regret, ambivalence?

    Autobiographies/Memoirs (compare two sources):

    Chakiris, George. My West Side Story : A Memoir. Lyons Press, 2021. () (actor playing Bernardo)

    &

    Tamblyn, Russ. Dancing on the Edge A Journey of Living, Loving, and Tumbling through Hollywood. Blackstone, 2024. () (actor playing Riff)

  • 390-2

    Purpose

    Interpreting the signatures of normal and abnormal network traffic can help prevent network intrusions. In this assessment, you will examine the characteristics of a network intrusion.

    Assessment Instructions

    Part 1: Concepts From Module Reading

    Answer and provide a brief explanation (3050 words) and include at minimum of 1 scholarly source cited in APA format for each of the following five questions.

    1. A ____________________ is a generic type of scan in which an attacker attempts to locate ports opened by a Trojan by scanning ports 065,535.
    2. True or False: An attacker might choose to limit the speed at which they attack a network in order to avoid detection.
    3. __________, which are TCP packets with no flags set, can be sent by an attacker to attempt to crash a server.
    4. The ____________________ is used to set the largest sized packet that can be transmitted on a network. Larger packets than this number will be fragmented.
    5. IP address
    6. Maximum Transmission Unit (MTU)
    7. IP protocol number
    8. What type of attack might the Nemesis tool be used for?
    9. Packet injection
    10. Path obfuscation
    11. CGI script exploitation

    Part 2: Signatures and Actions

    1. Signatures fall into one of the following two categories: Atomic signatures and stateful signatures. Describe each and include at minimum of 1 scholarly source cited in APA format. (100200 words each)
    2. There are three types of signature triggers. Describe each and include at minimum of 1 scholarly source cited in APA format. (100200 words each)

    Part 3: Network Traffic Signatures

    1. Distinguish normal traffic signatures from abnormal traffic signatures. Include at minimum of 1 scholarly source cited in APA format (Minimum 300 words total)

    Part 4: Detection and Prevention Capabilities

    1. You want to deploy a wireless intrusion detection system. What tool would you use and why? (Minimum 300 words total) Include at minimum of 1 scholarly source cited in APA format
    2. Most intrusion detection and prevention systems support multiple detection capabilities. Distinguish each of the following: Thresholds, blacklists, whitelists, and alert settings. (Minimum 300 words total) Include at minimum of 1 scholarly source cited in APA format

  • English Question

    Complete Assessment 5: Sexual Health

    Read this short article on sexual behavior among adolescents.

    Create a word document and answer the following questions and submit them.

    1. What are 3 problems this article states can result from hook-ups? (5 points)

    2. Different parts of the world have different views on casual sex, what are your views? (5 points)

    [Submit only as a pdf, docx, png, or jpeg, other file types will not receive credit]

    Attachments

    Requirements: Follow

  • Social media conflict involving an American public figure

    Create a presentation of 5-7 slides on power point where you research and analyze an american public figure’s social media conflict. 1) choose a public figure who has been involved in social media conflict and provide detailed description of the conflict 2) collect at least 3 credible sources regarding the conflict and summarize key point from each source 3) Discuss the impact on the public figure’s reputation, relationship and career 4) Recommend strategies that could have been used to manage and resolve the conflict more effectively 5) incorporate relevant communications theories or conflict management styles to explain the dynamic

  • Denial of Service attacks tools

    Module 8 Writing Assignment Due Mar 1 by 11:59pm Points 150 Submitting a file upload File Types doc and docx Attempts 0 Allowed Attempts 1 Research the tools used for Denial of Service attacks in this chapter Which do you prefer and which do you dislike? Support your positions with the research (compare and contrast): All weekly papers are to be at least 2 full pages in length, not including the course header This means that papers should either start on the second page or start on the first page under the header If starting on the second page, the text should take up the entirety of two full pages. If starting on the first page under the header, the text should take up the entirety of the first and second page with at least five lines on the third page. While there is not a maximum length, please try to keep your papers to around 3 pages maximum. Paragraphs should be around 5-8 sentences in length. Too short and the paper looks choppy with ideas that are not fleshed out Too long and the paper looks like a wall of text and becomes difficult to follow The works cited page should start on a new page To do this properly, add a “Page Break” at the end of your content. In Microsoft word, this is done by clicking “Insert” -> “Break” -> “Page Break” or pressing Alt + I and then B. All papers are to follow MLA formatting. For full information on MLA formatting, you can visit the Purdue OWL, but here are some highlights: Papers are to be double-spaced without additional space between paragraphs The first line of each paragraph should be indented by one-half inch (this is generally automatic in Word) Works cited pages are to use hanging or inverted indentation. Each body paragraph of your papers should have at least one in-text citation If the paragraph only uses one source, the in-text citation should be inside the final punctuation of the paragraph. If the paragraph uses multiple sources for information, the in-text citation should be placed after the information from that source. Remember to source and cite information, even if it’s not a direct quote; paraphrased information also need attribution. You should have an appropriate introduction and conclusion to your works These do not need to be cited, as you’re introducing a topic or providing your final thoughts.

  • Cos’ Python?

    Python un linguaggio di alto livello, interpretato e orientato agli oggetti. Creato da Guido van Rossum nel 1991, progettato per essere leggibile quasi come la lingua inglese.

    Perch sceglierlo?

    • Sintassi Pulita: Meno righe di codice rispetto a Java o C++.
    • Versatilit: Usato per Web (Django), Data Science (Pandas), AI (TensorFlow) e Automazione.
    • Open Source: Una community vastissima e migliaia di librerie gratuite.

    I Concetti Base

    1. Variabili e Tipi di Dati

    In Python non devi dichiarare il tipo di variabile; lui lo capisce da solo.

    Python

    nome = "Gemini"       # Stringa (str)eta = 25              # Intero (int)altezza = 1.85        # Decimale (float)is_ai = True          # Booleano (bool)

    2. Strutture Dati: Le Liste

    Le liste permettono di memorizzare pi elementi in un’unica variabile.

    Python

    tecnologie = ["Python", "HTML", "AI"]tecnologie.append("Cloud")  # Aggiunge un elementoprint(tecnologie[0])        # Stampa "Python"

    3. Condizioni e Cicli

    Python usa l’indentazione (lo spazio a inizio riga) per definire i blocchi di codice.

    Python

    # Condizioneif eta >= 18:    print("Sei maggiorenne")# Ciclo Forfor tech in tecnologie:    print(f"Sto imparando {tech}")

    Esempio Pratico: Una Funzione

    Le funzioni servono a riutilizzare il codice senza riscriverlo.

    Python

    def saluta(utente):    return f"Ciao {utente}, pronto a programmare?"messaggio = saluta("User")

    Requirements:

  • How does cover and move reflect teamwork and is money truly…

    Can you make the connection between the military principle of Cover and Move equals teamwork? Would you also agree with the authors of Decision Making for Emergency Managers that money is not the problem in emergency management and law enforcement?

    Requirements: 300 words

  • Opioid Disuse Syndrome Reflection

    Instructions COURSE LEARNING OUTCOMES: Upon completion of the course, students will be afforded the opportunity to: Analyze the opioid prevalence and abuse crisis in America. Domains: 1,2,3,4 Evaluate the environmental factors contributing to opioid abuse and resulting healthcare management. Domains: 2,3,4,9,10 Synthesize recognition of the signs and symptoms of opioid addiction or exposure across the lifespan into a nursing philosophy, nursing science framework, and then into the four metaparadigms of person, environment, health, and nursing. Domains: 1,2,3,6,7 4. Evaluate the nursing strategies to help ensure the safety and high quality care of those Opioid addicted. Domains: 1,2,3,4,5,6.7,8 Generate the impact of the pathophysiological role of endorphins and dopamine in the body on opioid use and misuse to formulate effective nursing strategies in a healthcare setting. Domains: 1,4,6,8 Compare and contrast the role of opioid treatment for short term and chronic pain relief based on evidence-based practice. Domains: 1,3,7,10 Differentiate presence of opioid overuse, overwhelming desire for opioids, and withdrawal symptoms without continued opioid use, tolerance to opioids, and danger of overdose to maintain a safe healthcare environment with emphasis on utilizing quality improvement. Domains: 1,2,5,6 Participate in analyzing the sociopolitical process that affects Nursing Practice and healthcare management. Domains: 1,2,5,2,6 Measures Learning Outcomes(s): [1,2,3,4,5,6,7,8,9,10,11,12] 3-page paper (not counting cover and references). To demonstrate an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations that are insightful and well supported. Clear, detailed examples as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning. Include introduction and body and conclusion supporting your ideas and views along with evidentiary support. Show thoughtfully selected aspects of experiences related to the course topics. Make clear connections between what is learned readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the students appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, including reference to at least two readings other than those assigned for class. Synthesize, analyze, and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN essentials outcome found on the course N4337 syllabus. Follow the grading rubric (left column). APA style and format. Article references with citations as appropriate.