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CS634 Final Research Report I

The Final Research Report is due 09/06/2020. Late assignments will not be accepted. Posting must occur in the appropriate area of Moodle. Hardcopy, email, etc. will not be accepted. A total of 800 points will be awarded for a perfect score for this exercise.

Research Report / Individual Project (800 points)

Write a scholarly research report on a topic related to Cyber Security based on one of the following topics:

Step 1: Select ONE Topic:

The Research Report, select one of the following research areas:
i) Biometrics
ii) Organizational Management during times of crisis.
iii) Failures of Knowledge Management Systems.
iv) Successes of Knowledge Management Systems.
v) Social networking in the 21th Century.
vi) Web sports
vii) Search Engine Optimization
viii) Robotics

Step 2: Determine a Narrowed Research Focus

Review the “Completing the Final Research/Residency Assignment” section in Moodle for additional guidance

Step 3: Review the CU Research Guide and APA documentation

Important Student Notes:
Follow the guidelines of the CU Research guide for structure of the paper following the specifications of APA for format CS634 Final Research Report Instructions (800 points)

REMINDERS:
 Each student’s submission will be checked for plagiarism. Note that Turnitin has a very good historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in nonEnglish written languages. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation. Additional Campbellsville University penalties may be applicable.

Please see class syllabus for additional details.

 Acceptable file formats for submissions include Microsoft Word (doc, docx). No other formats are acceptable.
 The research paper must be supported by evidence (citations from peer-reviewed sources).

 A minimum of five (5) peer-reviewed journal citations are required.

 Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).

 Extra white space use to enhance page count will negatively affect student grade.

 Graduate student are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade. The Professor, will not provide remedial help for writing problems. If the student is unable to write clearly and correctly, the student should be urged to contact the program office for sources of remedial help.

 Final Submission – the final report is due no later than the due date assigned. A total of at least 15 full pages is required (no extra whitespace, does not include appendices). (800 points). Only Microsoft Word is acceptable.

 The research paper must only include materials derived solely from peer-reviewed journals or peer-reviewed conference proceedings. Newspapers, websites (URLs), magazines, technical journals, hearsay, personal opinions, and white papers are NOT acceptable citations. Please access the CU Library at ttp://campbellsville.libguides.com/?b=g&d=a for appropriate materials.

 APA formatted citations are required for the final submission. IMPORTANT – please refer to the following url for help with APA: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html.
Please reach out to our librarians for additional citation management and APA help.

 All images, tables, figures are to be included in the appendices and IS NOT included in the 15 page requirement. This means appendices are not included in the 15 page requirement.

 Long quotations (i.e. paragraphs) are NOT permitted. Only one quoted short sentence (less than 14 words) is permitted per page.

 Footnotes are NOT permitted.

Geology project: Detailed description of Chemical and mechanical weathering and Metamorphism

Geology project: Detailed description of Chemical and mechanical weathering and Metamorphism

Project 3

For project 3, please provide short answers for the following:

  • Describe the main processes of mechanical weathering, and the types of materials that are produced when mechanical weathering predominates
  • Describe the main processes of chemical weathering, and the products of chemical weathering of minerals such as feldspar, ferromagnesian silicates, and calcite
  • Explain the type of weathering processes that are likely to have taken place to produce a sand sized sediment deposit
  • Discuss the relationships between weathering and soil formation and the origins of soil horizons
  • Explain the geological carbon cycle, and how variations in rates of weathering can lead to climate change
  • Describe the differences between cobbles, pebbles, sand, silt, and clay
  • Explain the relationship between clast size and the extent to which clasts can be transported by moving water or by wind
  • Apply your understanding of the features of sedimentary rocks, including grain characteristics, sedimentary structures, and fossils, to the interpretation of past depositional environments and climates
  • Explain the importance of and differences between groups, formations, and members

 

Project 4

For project 4, please provide short answers for the following:

  • Summarize the factors that influence the nature of metamorphic rocks
  • Describe the mechanisms for the formation of foliation in metamorphic rocks
  • Classify metamorphic rocks on the basis of their texture and mineral content,
  • Describe the various settings in which metamorphic rocks are formed and explain the links between plate tectonics and metamorphism
  • Summarize the important processes of regional metamorphism
  • Summarize the important processes of contact metamorphism and metasomatism
  • Explain the difference between relative and absolute age-dating techniques
  • Summarize the history of the geological time scale and the relationships between eons, eras, periods, and epochs
  • Describe the types of unconformities
  • Describe some applications and limitations of isotopic techniques for geological dating.

Processes of chemical weathering

Ice. The formation of ice in the horde of minuscule splits and joints in a rock\’s surface gradually pries it separated more than a great many years. Frost wedging results when the formation of ice extends and develops the breaks, severing pieces and sections. Ice wedging is best in those atmospheres that have numerous patterns of freezing and thawing. Frost heaving is the cycle by which rocks are lifted vertically from soil by the formation of ice. Water freezes first under stone pieces and stones in the dirt; the continued freezing and defrosting of ice bit by bit pushes the stones to the surface.

Exfoliation. If a huge intrusion is brought to the surface through tectonic inspire and the erosion of overlying rocks, the confining weight over the intrusion has been delivered, yet the weight underneath is actually being applied, constraining the stone to extend. This cycle is called unloading. Because the external layers grow the most, breaks, or sheet joints, build up that equal the bended external surface of the stone. Sheet joints become surfaces along which bended bits of rock loosen up, uncovering another surface. This cycle is called exfoliation; large adjusted landforms (generally meddlesome rocks) that outcome from this cycle are called exfoliation domes. Examples of exfoliation vaults are Stone Mountain, Georgia, and Half Arch in Yosemite National Park.

Friction and impact. Rocks are additionally separated by friction and repeated impact with other stone sections during transportation. For instance, a stone part conveyed along in a river\’s ebb and flow continuously ricochets against other sections and the waterway base and inevitably is broken into littler pieces. This cycle happens likewise during transportation by wind and frigid ice.

Other processes. Less significant specialists of mechanical weathering incorporate the burrowing of creatures, plant roots that develop in surface splits, and the digestion of specific minerals, for example, metal sulfides, by bacteria. Daily temperature changes, particularly in those regions where temperatures can shift by 30 degrees centigrade, bring about the expansion and contraction of minerals, which debilitate rocks. Extreme temperature changes, for example, those delivered by woodland fires, can constrain rocks to break.

Weathering processes that are likely to have taken place to produce a sand sized sediment deposit

Regional transformation happens when rocks are covered somewhere down in the outside layer. This is commonly connected with convergent plate limits and the formation of mountain ranges. Since internment to 10 km to 20 km is required, the territories influenced will in general be enormous.

Most regional transformation happens inside continental outside layer. While rocks can be transformed at profundity in many regions, the potential for transformation is most noteworthy in the underlying foundations of mountain ranges where there is a strong probability for entombment of generally youthful sedimentary stone to incredible profundities.

A model would be the Himalayan Range. At this continent-continent convergent limit, sedimentary rocks have been both pushed up to incredible statures (almost 9,000 m above ocean level) and furthermore covered to extraordinary profundities.

Factors that influence the nature of metamorphic rocks

At a maritime spreading edge, as of late framed maritime covering of gabbro and basalt is gradually moving endlessly from the plate limit. Water inside the outside is compelled to ascend in the region near the wellspring of volcanic warmth, and this attracts more water from farther out, which inevitably makes a convective framework where cold seawater is brought into the covering and afterward out again onto the ocean bottom close to the edge.

The entry of this water through the maritime covering at 200° to 300°C advances transformative reactions that change the first pyroxene in the stone to chlorite and serpentine. Since this transformation happens at temperatures well underneath the temperature at which the stone initially shaped (~1200°C), it is known as retrograde transformation.

The stone that structures thusly is known as greenstone in the event that it isn’t foliated, or greenschist in the event that it is. Chlorite and serpentine are both “hydrated minerals” implying that they have water (as Goodness) in their concoction recipes. When transformed sea outside is later subducted, the chlorite and serpentine are converted into new non-hydrous minerals (e.g., garnet and pyroxene) and the water that is delivered relocates into the overlying mantle, where it contributes to motion liquefying.

Processes of regional metamorphism

At a subduction zone, maritime outside is constrained down into the hot mantle. But since the maritime covering is presently moderately cool, particularly along its ocean bottom upper surface, it doesn’t warm up rapidly, and the subducting rock stays a few several degrees cooler than the encompassing mantle. An extraordinary sort of transformation happens under these high-tension however moderately low-temperature conditions, creating an amphibole mineral known as glaucophane, which is blue in shading, and is a significant component of a stone known as blueschist.

On the off chance that you’ve never observed or even known about blueschist, it’s to be expected. Is astonishing that anyone has seen it! Most blueschist structures in subduction zones, continues to be subducted, transforms into eclogite at around 35 km profundity, and afterward in the end sinks profound into the mantle — gone forever.

Regional transformation additionally happens inside volcanic-curve mountain extents, and as a result of the additional warmth related with the volcanism, the geothermal inclination is commonly somewhat more extreme in these settings (somewhere close to 40° and 50°C/km). Thus higher evaluations of transformation can occur nearer to surface than is the situation in other territories. 

 

English essay: Description of Senses

English essay: Description of Senses

 

  • Proficiency in advanced college level reading and writing within the art and design fields;
  • The ability to write for both specialized and general audiences.
  • Write complex ideas clearly and correctly (e.g., spelling, grammar, punctuation);
  • Write extemporaneously about subjects in the art and design field.
    In the art and design fields formal analysis (Links to an external site.) focuses on the elements and principles of the work of art such as line, shape, color, texture, rhythm, contrast and balance to help us communicate what we see. Taking cues from a more literary model, how can we use descriptive language to create a vivid visual image in the reader’s mind?
  • This Writing Exercise assignment is to focus on your sensory experience, to enhance your writing, and to support and enhance the content and skills needed for writing your Formal Analysis Paper. This assignment is based on Rebecca McClanahan’s book Word Painting, published by Writer’s Digest Books, 1999. In particular, Chapter 4: The Nose and Mouth and Hand and Ear of the Beholder.

Goal: Type a 1 1⁄2-2 page (total) paper that explores your sensory perception of places and objects. (CHECK YOUR UNDERSTANDING: “Total” means you will have approximately one-two paragraphs for each exercise.)

Exercise 1: Describe a place (for example, your room) solely in terms of one sense. “Mute” the other senses while you explore just the smells for instance, or the textures of the place.

Exercise 2: Describe an object by mixing two sense impressions (for example smells and sounds). You can use this list to help you think of your other senses besides vision. (All excerpts from McClanahan’s book)

Smell-This is the smell most closely related to memory. This sense is hard to write about because, as Diane Ackerman says in her book Natural History of the Senses, it is “the mute sense, the one without words” She says that there is a weak connection between the smell center and the language center of our brains: “We can describe a sight using visual adjectives-but when we try to describe a smell, it’s usually in terms of other things…usually we resort to describing how they make us feel.” (McClanahan pg. 65)

Taste-Close to smell. Moving beyond a straightforward naming (Chocolate Chocolate Chip, Buttermilk biscuits) a writer can describe a taste in terms of the tongue’s gustatory map: sweet, salty, sour, bitter. For a writer who uses strong descriptions of taste read Marcel Proust; he often borrows from the other senses to describe: the cakes are “squat” “plump” “shaped like” “the fluted valve of a scallop shell” and he uses his sense of touch to describe eating the cakes and drinking tea “the warm liquid mixed with the crumbs touches my palate…a shudder ran through me.” (McClanahan pg. 72)

Touch-An intimate sense. This can be a way to engage your imagination through observing the texture of the object, for example, or how the materials have been manipulated. This is a good way for artists and designers to relate to the visual stimulus through their experience of making things.

Sound-The inner voice, real or imagined, or music is often heard in response to something. One sees a high-pitched, dry, silver metallic object suspended before one’s eyes. Or hears the way a subject might talk in a photograph. The sound of words themselves is often a way to enter into one’s response to a work. A fizzled photograph. An ornery, organized, orb of a head.

Synesthesia-The use of one sense to describe another “It smells like sparkling gases” “tastes like a mouthful of bees” “green is fresh/like a new pair of lungs” (McClanahan pg. 78)