Tag: Applied Sciences

  • [Solved] SE

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  • [Solved] 78

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    ## **Week 2 Assignment: Classes and State Diagrams** **Purpose** The purpose of this assignment is to continue building our **ITOT case study** models by using the classes and their properties from Assignment 1 (but you should revise this based on the list of classes given below) and creating a **Cl…

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    ## **Week 2 Assignment: Classes and State Diagrams** **Purpose**
    The purpose of this assignment is to continue building our **ITOT case study** models by using the classes and their properties from Assignment 1 (but you should revise this based on the list of classes given below) and creating a **Class Diagram** and **Class and Relationship Analysis table** for the relationships among classes. In addition, we will build a **state diagram** for the **ShoppingCart** class.
    #### **Course Objective(s):**
    **CO2**: Explain advanced class modeling concepts and the state model.
    **CO9**: Apply your knowledge of object oriented and UML concepts by designing and developing UML models.
    ## **Assignment Instructions**
    In this assignment you will create a **class diagram** using the **Class and Relationship Analysis table** for all of the classes you identified in Assignment 1 (but you should revise this based on the list of classes given below) and a **state diagram** for your **ShoppingCart** class. Make certain that you include all of the classes and any additional classes or corrections to your Assignment 1.
    **For the Analysis Specification you will add detail to Sections 4 and 5.**
    ## **Directions**
    **Complete the following:**
    **Section 4.1.**
    Use your CASE tool to create a UML class diagram that includes the following classes: Customer, Account, ShoppingCart, ShoppingCartItem, Product, Video, Book, Course, Payment, and Order.
    Each class must have attributes, operations, and relationships to other classes. It is helpful to do a rough sketch of the diagram on paper before you create your diagram in the CASE tool. **Note that Product forms a generalization hierarchy with Video, Book, and Course.** You will benefit from viewing the example online shopping domain UML diagram listed in the next paragraph.
    **Section 4.2: Class and Relationship Analysis**
    Include at least 9 named relationships with multiplicity constraints on associations to other classes. Names and multiplicity constraints are required on all associations. The shape of the line used indicates the type of relationship for generalization, aggregation, and composition relationships so you do not need names here. Association names are often verb phrases like "purchases" from "A Customer _purchases_ a ScheduledCourse". To determine the associations, you can also use the same technique as the noun analysis, but do verb analysis instead. Review Section 2.2 above for some pointers on relationships. **To help you discover the associations and multiplicity constraints, complete the Class and Relationship Analysis table below and add it to Section 4.2 . The class and Relationship Analysis table is already included in Section 4.2 of your specification.**
    Example:
    **Class and Relationship Analysis**
    **Relationship with Multiplicity**
    **Class Name 2**
    An **Account** is connected to one (1) **User**
    A **User** is can only be connected to (1) **Account**
    **User**
    **Section 4.3: List of Classes With Definitions**
    **List the classes with their definition, attributes, operations, and requirements number.**
    Example:
    _**Classes, Attributes, Operations, Requirement**_
    **Class**
    **Name**
    **Class Definition**
    **Attributes**
    **Operations**
    **Requirement**
    **Number**
    Account
    A Account is a file of a User with credentials to access the ITOT system
    AccountID: string
    Is_Closed: Boolean
    Open: date
    Closed: date
    REQF3.1
    **Section 4.4: Discussion**
    Complete **Section 4.4** of the Analysis Specification with a discussion of your class diagram (100 to 125 words).
    ### **Section 5.1: ShoppingCart State Diagram and Discussion**
    **Create a UML state diagram for the ShoppingCart class with your CASE tool.** Add your name and course number directly on your diagram. Make certain that you name the transitions and add guards as necessary. States are named using gerunds (ing verb form), past participle, prepositional phrases, or attributes. A state diagram is not an activity diagram! For example, for a pizza you might order online the states might be building, assembling, baking, quality checking, delivering, and delivered.
    ### **Submission Instructions**
    1. Submit your updated Analysis Specification as a Word file.
    2. When you submit your Word file, use your name as part of the file name, e.g., ENTD321Assignment2_FirstNameLastName. Also make certain that your name and course number is at the top of your document.
    **Your assignment will be graded in the following manner:**
    1. Completion of a UML class diagram with attributes, associations, multiplicity constraints, and operations (15 points)
    2. Completion of Section 4.1; using CASE to create a UML class diagram that includes the following classes Customer, Account, ShoppingCart, ShoppingCartItem, Product, Video, Book, Course, Payment, and Order (15 points)
    3. Completion of Section 4.3, List of Classes with Definitions, Attributes, and Operations. Update your list of classes, attributes, operations, and requirements with any classes you omitted, etc. (15 points)
    4. Completion of Section 4.4 of the Analysis Specification with a discussion of the class diagram (15 points)
    5. Completion of the UML state diagram for the ShoppingCart class with the CASE tool, complete with transitions and guards. States are named with gerunds (-ing verb ending) (15 points)
    6. Complete Section 5:Complete an introduction to the section comments and add UML state diagram to section 5.1 (15 points)
    7. Sources/Formatting: Use APA 7th edition style formatting and correct grammar (10 points)
    **Former Student Shared:**
    **Visual Paradigm is a great tool. I was my own worst enemy using it though. In week 2 I jumped into creating a class diagram without reading the resources provided to make it easier to create the diagram and got pretty frustrated that I did not touch the project for two days. Once I regrouped and read the resources provided, I found that the tool would make it easier to create the relationships in the diagram. The application is something I would like to devote more time to in the future.**
    **My favorite part of this course was learning about UML models, particularly class and sequence diagrams. This aspect of the course appealed to me because it provided a visual and systematic approach to understanding and designing complex software systems. The ability to visually represent and analyze the components of a system has not only enhanced my design skills but also improved my ability to communicate ideas effectively with peers and stakeholders.**
    **The most significant takeaway from this course is the comprehensive understanding of OOP principles and their practical implementation using UML. This knowledge is crucial in my journey as a computer science student and a future software developer. I anticipate that these skills will be fundamental in my ability to design and develop robust and efficient software solutions, thereby advancing my career in technology.**
    **Quick Resources**
    ### **Using a CASE Tool for Class Diagrams**
    1. See the file [**Creating Project and Class Diagrams with a CASE Tool**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fCreating+Projects+and+Class+Diagrams+with+a+CASE+Tool.pdf) for step by step instructions on creating a project and class diagram using a CASE tool.
    2. See step by step instructions for drawing class diagram from the VP User Guide article on " [How to draw a class diagram](https://www.visual-paradigm.com/support/documents/vpuserguide/94/2576/7190_drawingclass.html)"
    ### **State Diagrams**
    1. See  [**State How to Create a State Diagram.pdf**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fHow+to+Create+a+State+Diagram.pdf) for a detailed example on how to create a state diagram.
    2. Ambler, Scott (n.d.). UML2 State Machine Diagrams: An Agile Introduction. Retrieved from [**here**](http://www.agilemodeling.com/artifacts/stateMachineDiagram.htm).
    3. Ambler, Scott (n.d.). UML2 State Machine Diagramming Guidelines. Retrieved from [**here**](http://agilemodeling.com/style/stateChartDiagram.htm). This style guide provides guidelines for general issues, state, substates, transitions and actions, and guards.
    ### **Using a CASE Tool for State Diagrams**
    1. See step by step guidelines for creating state machine diagrams with Visual Paradigm in the VP User Guide article " [How to draw State machine Diagrams](https://www.visual-paradigm.com/support/documents/vpuserguide/94/2579/6714_creatingstat.html)".
    2. See the video for drawing state diagrams with VP at Visual Paradigm. (2011 November 4). 5 Steps to Draw a State Machine Diagram. Retrieved from [**here**](https://www.youtube.com/watch?v=UzUUZRK_Q6Y) **.**
    Use the following for examples and guidelines for class and state diagrams but make certain that you put names on your associations.
    ### **Classes and Class Diagrams**
    1. See Ambler, Scott (n.d.). UML2 Class Diagrams: An Agile Introduction. Retrieved from [here](http://www.agilemodeling.com/artifacts/classDiagram.htm), This provides examples of a class diagrams.
    2. See Ambler, Scott (n.d.). UML2 Class Diagramming Guidelines. Retrieved from [here](http://agilemodeling.com/style/classDiagram.htm). This style guide includes the guidelines for drawing and naming for class diagrams including general guidelines, class style guidelines, interfaces, relationships, inheritance, aggregation and composition.
    3. Download the following book (you will need it for readings later):
    Larman, Craig. (2001). _Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and the Unified Process_. Second Edition. Retrieved from [**here**](http://utd.edu/~chung/SP/applying-uml-and-patterns.pdf) [.](http://utd.edu/~chung/SP/applying-uml-and-patterns.pdf) There is also a third edition available. 45. See Chapter Larman 11 Domain Model: Adding Associations, p. 163. Review sections 11.1 – 11.8. Pay particular attention to multiplicity constraints (Figure 11.4), and naming (Figures 11.6) and multiple associations between two classes (Figure 11.7). Use these examples as guidelines for naming associations in your class diagram.
    4. [**Sample UML Class Diagrams for ITOT Classes**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=782479&type=coursefile&fileId=Examples%2fSample+UML+Class+Diagram+for+ITOT+Classes.pdf) has a partial class diagram for the Instructor, Course, and ExpertiseArea classes for our Case Study.  ExpertiseArea was added since it was determined that it would be necessary to keep a record of the expertise areas for Instructors.  At times during development, new classes will be discovered.

  • [Solved] 31

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    1. As thoroughly as possible, describe the hardware and software requirements of your chosen information system. Be sure to consider both the server-side and client-side hardware and software. If you do not have access to specific details about the server-side hardware and software, make reasonable …

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    1. As thoroughly as possible, describe the hardware and software requirements of your chosen information system. Be sure to consider both the server-side and client-side hardware and software. If you do not have access to specific details about the server-side hardware and software, make reasonable assumptions based on the kind of hardware and software that you believe would be necessary to run your system.
    2. At the bottom of your post, list all of the references you used to find this information. If you were unable to find specific information about the server-side configuration of your system, you should include the references you found when you researched the typical server-side hardware and software configuration of a computer-based information system.
    **Rubric for Learner Posts**
    **Points**
    Synthesis of concepts **in a substantive manner** **(critical to class performance)**
    30
    Applications of personal experience
    20
    Writing standards
    10
    Response to two or more students **in a substantive manner**
    40
    Timeliness: (deduction) Optional
    10
    **Synthesis of concepts**
    **Applications of personal experience**
    **Writing standards**
    **Rubric for Response to Two or More Students**
    **Timeliness**
    Synthesized concepts in a **substantive manner (critical to class** performance). The response refers to course materials and shows a clear understanding of main ideas and concepts.  There are no irrelevant comments and the information is on point.  Ideas are clearly and properly organized.
    The response provides personal examples that tie in with the course material being discussed.  Reflection is evident and clearly ties in with the material presented.  Insight was provided to some concept.
    The writing is grammatically correct, clear and concise.  The response is well formulated and easy to read and understand.  Correct terminology was used when needed.
    Responded to two or more students in **substantive manner**. The other learner's ideas, questions, concerns were addressed.  The response referenced reading or lecture materials when needed.  The response addressed the learner's feelings if needed.  There were no irrelevant or off-point comments.  The posting reflects a clear understanding of the other learner's ideas.
    The posting was "not" submitted on time.
    30%
    20%
    10%
    40%
    10% (deduction)
    Optional

  • [Solved] Applied Sciences WK3 ASSIGNMENT2

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    – ## wk3assignment2.docx **## wk3assignment2.docx** **Week Three: Module 3 Session 6 Assignment** **Paper Assignment:** Please refer to your org. structure that you were guided to retrieve in Module Two. Next, see pg. 226: Given the current structure of your chosen org., decide whether a redesign wo…

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    – ## wk3assignment2.docx

    **## wk3assignment2.docx**

    **Week Three: Module 3 Session 6 Assignment**

    **Paper Assignment:**

    Please refer to your org. structure that you were guided to retrieve in Module Two. Next, see pg. 226: Given the current structure of your chosen org., decide whether a redesign would help your organization compete more effectively, or reach its mission and values more successfully
    **OR** no change is desirable.

    Please apply the tenets learned, and the grounds and warrants’ principles discussed in the introduction of the course (critical thinking) to defend your position.

    Think about reporting relationships and how departments need to work together to achieve results. Your org chart that you retrieved helps you to see the current structure.  Now, you must consider what the functions and vision are for the organization and if its structure should change to achieve results. Apply the tenets learned and the grounds and warrants’ principles discussed in the introduction of the course (critical thinking) to defend your position.

    Your paper must include the following:

    · Describe the current structure of your chosen organization and identify if a redesign (organizational structure change) would be more effective to reach its mission and values more successfully.

    · Analyze and compare the current structure with the potential redesigned structure and decide whether or not a redesign or changes would improve results. The analysis should Include information from reporting relationships, how departments function, what department interfaces need to be and what reporting relationships should be.

    · Apply the tenets learned and the grounds and warrants’ principles, that support critical thinking to defend your position.

    Make sure to use at least five scholarly references, excluding the text to support your stance. This paper must be in APA format and should be 4-5 pages excluding the org. chart.  The org chart should be in an Appendix, properly labeled and is referred to intext as you discuss the highlights in the narrative of your paper.  See the rubric for grading guidelines. This paper is worth
    **40 points**.

    The associated program learning goals and competencies appear below:

    **Associated PLOs**

    · #2 Effectively communicate in all forms of expression to relate facts, simplify complexity, customize, and create persuasive arguments for the target audience to improve organizational function and/or to transform organizational vision for all stakeholders.

    · #5 Evaluate political, economic, social, technological, workforce, legal, ethical and regulatory factors that impact systems, organizations, communities and individuals at multiple levels along the health care continuum.

    · #7 Demonstrate leadership excellence through abilities and behaviors, which include establishing a vision and inspiring and supporting others to work towards that shared vision and related goals.

    · #8 Evaluate alternative organizing structures and use organization structure to design performance improvement strategies.

    **Corresponding Competencies:**

    · HS1: Apply management theories, approaches, and core functions to routine operations and to current and emerging issues in the health care environment.

    · IE2: Translate the results of complex analyses into information that illustrates potential problems and opportunities in a persuasive, meaningful way.

    · HS4: Make specific changes in the system or in own work methods to improve performance through evidence-based information and statistical metrics; pursue improvements to make systems work better, faster, at lower cost, more efficiently, and/or more reliably.

    · C1: Demonstrate formal and informal communication using traditional and contemporary modalities to convey messages that are clear and cogent for the target audience, which includes all forms of expression and technology that may be employed to reach the audience.

    Please find the rubric below to which the assignment is graded:

    [Rubric_Week three_Assignment Two: Org Structure](https://nationalu.brightspace.com/content/enforced/122662-HCA670-55108-2510/.Rubric_Week%20three_Assignment%20two_Org%20structure%203%2030%2022.docx)

    · Reference: Understanding the Design and Organization of Your Company: pgs. 235-236/226

    ·
    **Becoming a Master Manager: A Competing Values Approach, 7th Edition**

    · ISBN: 9781119710950

    [https://courses.vitalsource.com/](https://courses.vitalsource.com/)

    **## wk3assignment2.docx**

    **Week Three: Module 3 Session 6 Assignment**

    **Paper Assignment:**

    Please refer to your org. structure that you were guided to retrieve in Module Two. Next, see pg. 226: Given the current structure of your chosen org., decide whether a redesign would help your organization compete more effectively, or reach its mission and values more successfully
    **OR** no change is desirable.

    Please apply the tenets learned, and the grounds and warrants’ principles discussed in the introduction of the course (critical thinking) to defend your position.

    Think about reporting relationships and how departments need to work together to achieve results. Your org chart that you retrieved helps you to see the current structure.  Now, you must consider what the functions and vision are for the organization and if its structure should change to achieve results. Apply the tenets learned and the grounds and warrants’ principles discussed in the introduction of the course (critical thinking) to defend your position.

    Your paper must include the following:

    · Describe the current structure of your chosen organization and identify if a redesign (organizational structure change) would be more effective to reach its mission and values more successfully.

    · Analyze and compare the current structure with the potential redesigned structure and decide whether or not a redesign or changes would improve results. The analysis should Include information from reporting relationships, how departments function, what department interfaces need to be and what reporting relationships should be.

    · Apply the tenets learned and the grounds and warrants’ principles, that support critical thinking to defend your position.

    Make sure to use at least five scholarly references, excluding the text to support your stance. This paper must be in APA format and should be 4-5 pages excluding the org. chart.  The org chart should be in an Appendix, properly labeled and is referred to intext as you discuss the highlights in the narrative of your paper.  See the rubric for grading guidelines. This paper is worth
    **40 points**.

    The associated program learning goals and competencies appear below:

    **Associated PLOs**

    · #2 Effectively communicate in all forms of expression to relate facts, simplify complexity, customize, and create persuasive arguments for the target audience to improve organizational function and/or to transform organizational vision for all stakeholders.

    · #5 Evaluate political, economic, social, technological, workforce, legal, ethical and regulatory factors that impact systems, organizations, communities and individuals at multiple levels along the health care continuum.

    · #7 Demonstrate leadership excellence through abilities and behaviors, which include establishing a vision and inspiring and supporting others to work towards that shared vision and related goals.

    · #8 Evaluate alternative organizing structures and use organization structure to design performance improvement strategies.

    **Corresponding Competencies:**

    · HS1: Apply management theories, approaches, and core functions to routine operations and to current and emerging issues in the health care environment.

    · IE2: Translate the results of complex analyses into information that illustrates potential problems and opportunities in a persuasive, meaningful way.

    · HS4: Make specific changes in the system or in own work methods to improve performance through evidence-based information and statistical metrics; pursue improvements to make systems work better, faster, at lower cost, more efficiently, and/or more reliably.

    · C1: Demonstrate formal and informal communication using traditional and contemporary modalities to convey messages that are clear and cogent for the target audience, which includes all forms of expression and technology that may be employed to reach the audience.

    Please find the rubric below to which the assignment is graded:

    [Rubric_Week three_Assignment Two: Org Structure](https://nationalu.brightspace.com/content/enforced/122662-HCA670-55108-2510/.Rubric_Week%20three_Assignment%20two_Org%20structure%203%2030%2022.docx)

    · Reference: Understanding the Design and Organization of Your Company: pgs. 235-236/226

    ·
    **Becoming a Master Manager: A Competing Values Approach, 7th Edition**

    · ISBN: 9781119710950

    [https://courses.vitalsource.com/](https://courses.vitalsource.com/)

  • [Solved] Foreingsic

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  • [Solved] DQQ33

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    There are three questions, Q1 discissions, and the other 2 Q are replies for friends Q.2 and Q.3 – ## WK5Dq3.docx **## WK5Dq3.docx** **Q.1 THINKING PASSAGES: GLOBAL WARMING (350 or More)** The three passages on global warming offer very different views on the validity of the concept. You should answ…

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    There are three questions, Q1 discissions, and the other 2  Q are replies for friends Q.2 and Q.3

    – ## WK5Dq3.docx

    **## WK5Dq3.docx**

    **Q.1 THINKING PASSAGES: GLOBAL WARMING (350 or More)**

    The three passages on global warming offer very different views on the validity of the concept. You should answer the questions at the end of the section to help them understand each article’s argument completely. Please look up the background of each writer and explain how that background might influence how they view the topic of global warming.
    The issue of the reliability of sources and the way source material is being presented is also a topic for fiction. You need to evaluate the accuracy of information they gain through characters’ dialogue in a short story, for example. Employing a variety of standards or criteria may be a challenge, because the number of sources from which to gain information is limited. Some of the articles listed in the bibliography are intended to offer students additional practice in assessing the usefulness and reliability of sources. A good way to demonstrate this is with the use of a first-person narrative such as a Tom Wingfield’s famous closing speech in the play The Glass Menagerie by Tennessee Williams. Explain the storyline of the play to students, then have them read the monologue. Ask them to consider where the character of Tom might be altering the truth and why.

    **TEXTBOOK(S) AND REQUIRED MATERIALS:**

    Title: Thinking Critically

    Author: Chaffee

    Publisher: Cengage

    Year Published: 2019

    Edition: 12th

    ISBN: 10: xxxxxxxxxx or 13: 9780357690109

    **Q.2 Write a reply for this in 150 words(Chris)**

    Authors Ken Calderia, Patrick Buchanan, and Tyler Hamilton indeed have distinct backgrounds and perspectives regarding global warming. But before we dig deep into the writers’ points of views, let’s understand what global warming is. Global warming refers to the rise of the planet’s total median temperature within recent eras (National Geographic, n.d.). With natural processes already playing their role, humans have contributed to a temperature upsurge in a negative way. For instance, the fossil fuels (Coal, Oil, Natural Gas) we use have dangerously contributed to rapid global temperatures. As a result, droughts, wildfires, and extreme storms have become reality along with alterations of ecosystems that encourage animals to migrate to cooler places to live (National Geographic n.d.).

    According to the passage by Ken Calderia, he mentions how one of the biggest concerns is the amount of CO2 released into the planet’s atmosphere (Chaffee, 2018). In addition, how on-going usage of fossil fuels will continue to destroy earth until the fuels are no longer accessible. He also mentions how vast amounts of CO2 in the oceans cause the dissolution of shells and skeletons of countless marine organisms. Lastly, how climate change has alternated the planet to the point where the waxing and decreasing of large ice sheets have been affected (Chaffee, 2018).

    Mr. Caldeira’s’ credentials as a senior scientist expand into a realm of analyzation regarding earth’s climate system. For years he has focused on land coverage and climate change, extended evolution of climate and geochemical cycles; and has experience with climate intervention proposals and energy technology (Caldeira, 2025). Most notably, he has had “One” task to accomplish for an exceptionally long time… and that is to make scientific breakthroughs. Therefore, given his experience and knowledge, it has played a key role on his beliefs regarding the effects of CO2 on the plant; and overall effects of global warming effects.

    Patrick Buchanan focuses on how the “So-called” global warming is one of the biggest hoaxes of the century. To support his claim, he discusses how the hoax about how man evolved from a monkey when a man’s cranium was discovered with the jaw of an ape. This unearthing was successful in convincing people as skeptics were ridiculed, while three (3) English scientists became validated and recognized (Chaffee, 2018). Years later, after further investigation, it was uncovered that the cranium belonged to a medieval Englishman; and the bones were dyed to age while the jaw of an orangutan was filed to mimic human teeth. Thus, making this alleged discovery one of the biggest hoaxes of the 20th century. Hence the reason why global warming is viewed as another great joke (Chaffee, 2018). Mr. Buchanan’s read also entailed how polar bears were not disappearing, sea levels were not mounting, cities were not getting smaller; how beaches have remained and temperatures have not increased since the late 90’s. Therefore, further emphasizing how global warming is another tactic used by politicians to keep the population alarmed; and appearing as heroes with falsified projected imaginations (Chaffee, 2018).

    Given Patrick Buchanan’s credentials as a paleoconservative American journalist, politician, commentator, and author; his political career route indefinitely plays the most significant role regarding how he observes global warming (The Editors of Encyclopedia Britannica, 2025). Think about it… how else would he know the ins and out’s about how politicians playing on the minds of millions? His literary work depicted in the “Thinking Critically” read not only comes with supportive details; but from one who has experienced the political spotlight. For Mr. Buchanan to come from behind the curtain and tell the truth about political manipulation says a mouth full.

    Writer Tyler Hamilton points a finger at the media regarding hoe onlookers perceive global warming. Apparently, media outlets have provided platforms for non-qualified scientists to speak about the subject and their un-verified takes without supportive evidence (Chaffee, J. 2018). For instance, Julio Betancourt, a Senior Scientist at U.S. Geological Survey, educated reporters about detectible impacts of global warming. He expressed how the consequences included drought, persistent forest fires, migration of animals, hotter and longer seasons; decreased snowpacks, and advanced snow melting. After the media acquired these details, the reporters published his information in an expanding peer-review journal as a worst case scenario (Chaffee, 2018). As a result, after the commentary became public, web logs assumed regulation over the content and society’s misunderstanding of global warming began (Chaffee, 2018). Therefore, the issue is not about the details portrayed by the scientist, it is whether or not the information can be supported with “Bulletproof” evidence.

    Tyler Hamilton brings his experience as a Senior Director of Climate at MaRS to the table; and one who acts as a guide for countless climate related activities. His involvement includes being a member of the Ontario Clean Technology Industry Association (OCTIA) and the XPRIZE Brian Trust. He is a journalist with twenty (20) years or more of experience; and has written detailed works regarding Canada’s clean technology sector and global cleantech trends  (MaRS Discovery District, 2023). With his extensive background in reporting, it is not surprising how he is capable of identifying the lack of evidence scientists conjure in their reporting; and how media outlets freely give un-recognized scientists a platform just to present the “Latest” story. Mr. Hamilton’s credentials undoubtedly influence his observations on global warming to include those who report on it with a lack of evidence and credible authorization.

    **References**

    Caldeira, K. (2025, September 30).
    _Carnegie Science_.
    [https://carnegiescience.edu/bio/dr-ken-caldeira-emeritus](https://carnegiescience.edu/bio/dr-ken-caldeira-emeritus)

    Chaffee, J. (2018).
    _Thinking critically._ Cengage Learning.

    MaRS Discovery District. (2023, October 13).
    _Tyler Hamilton – MARS Discovery District_.
    [https://www.marsdd.com/bio/tyler-hamilton/](https://www.marsdd.com/bio/tyler-hamilton/)

    National Geographic (n.d.).
    _Global warming._ (n.d.).
    [https://education.nationalgeographic.org/resource/global-warming/](https://education.nationalgeographic.org/resource/global-warming/)

    **Q.3 Write a reply for this in 150 words (Sar)**

    Authors Ken Caldeira, Patrick Buchanan, and Tyler Hamilton each bring distinct backgrounds and perspectives to the topic of global warming. Before analyzing their viewpoints, it is essential to understand what global warming is. Global warming refers to the rise in the Earth’s average temperature over recent decades (National Geographic, n.d.). While natural processes play a role, human activities—particularly the burning of fossil fuels such as coal, oil, and natural gas—have accelerated this warming. The resulting increase in global temperatures has led to more frequent droughts, wildfires, and extreme weather events, along with significant disruptions to ecosystems as animals migrate to cooler habitats (National Geographic, n.d.).

    Ken Caldeira: The Scientist’s Perspective
    In his passage, Ken Caldeira emphasizes the dangers of carbon dioxide (CO₂) emissions and their impact on the planet’s systems (Chaffee, 2018). He warns that continued fossil fuel use will damage the Earth until those resources are depleted. Caldeira also highlights how rising CO₂ levels in oceans dissolve the shells and skeletons of marine organisms, and how global warming has disrupted the growth and retreat cycles of major ice sheets.
    Caldeira’s background as a senior climate scientist deeply informs his perspective. His research focuses on the Earth’s climate system, including land coverage, geochemical cycles, and climate intervention technologies (Caldeira, 2025). His long career in scientific analysis gives him a data-driven understanding of global warming, leading him to view it as a real and urgent threat. His scientific expertise allows him to conclude from empirical evidence rather than ideology, which strengthens his argument about the harmful effects of CO₂ and fossil fuel dependency.

    Patrick Buchanan: The Political Skeptic
    Patrick Buchanan, by contrast, rejects the idea of global warming altogether, calling it one of the greatest hoaxes of the century. To illustrate his skepticism, Buchanan draws a parallel between global warming and the famous scientific fraud of the “Piltdown Man” hoax—a falsified fossil once believed to be the missing link between apes and humans (Chaffee, 2018). Buchanan argues that just as the Piltdown Man deceived the public and the scientific community, so too has global warming been exaggerated by politicians and scientists for power and attention. He disputes claims about rising sea levels, melting ice caps, and vanishing polar bears, framing global warming as a political tool used to manipulate public fear (Chaffee, 2018).
    Buchanan’s background as a conservative political commentator, author, and former presidential adviser (The Editors of Encyclopaedia Britannica, 2025) clearly shapes his perspective. His career in politics has exposed him to media narratives, partisan strategies, and public persuasion tactics, leading him to distrust governmental and scientific institutions that advocate for climate action. His skepticism is rooted not in scientific analysis but in political ideology and experience, reflecting a broader conservative trend that questions environmental regulation and scientific consensus.

    Tyler Hamilton: The Journalist’s Analysis of Media Influence
    Tyler Hamilton takes a middle-ground position by focusing not on whether global warming is real, but on how it is communicated to the public. He argues that the media often gives a platform to unqualified commentators who spread misinformation (Chaffee, 2018). Hamilton recounts how journalists' misinterpretations of legitimate scientific findings—such as those by Julio Betancourt from the U.S. Geological Survey—distorted the public’s understanding of climate change. The issue, according to Hamilton, is not with the data itself but with the lack of rigorous, evidence-based reporting that fuels public confusion.
    Hamilton’s background as the Senior Director of Climate at MaRS Discovery District and as a journalist specializing in clean technology (MaRS Discovery District, 2023) informs his position. With over twenty years of experience in environmental journalism, he is acutely aware of how information can be misrepresented by the media. His career has focused on promoting credible science and innovation in clean energy, giving him both the insight and motivation to call for greater journalistic responsibility in covering global warming.

    Conclusion

    Ken Caldeira, Patrick Buchanan, and Tyler Hamilton each interpret the issue of global warming through the lens of their professional experiences. Caldeira’s scientific background drives his concern for the measurable dangers of climate change; Buchanan’s political career fuels his skepticism and distrust of scientific consensus; and Hamilton’s journalistic experience leads him to critique how media miscommunication distorts public perception. Together, their differing perspectives reveal how personal background and expertise profoundly influence one’s stance on complex global issues like climate change.

    References:

    Caldeira, K. (2025). Profile: Ken Caldeira. Carnegie Institution for Science.
    [https://carnegiescience.edu/staff/ken-caldeira](https://carnegiescience.edu/staff/ken-caldeira)

    Chaffee, J. (2018). Thinking critically (12th ed.). Cengage Learning.

    MaRS Discovery District. (2023). Tyler Hamilton – Senior Director, Climate.
    [https://www.marsdd.com/tyler-hamilton](https://www.marsdd.com/tyler-hamilton)

    The Editors of Encyclopaedia Britannica. (2025). Patrick Buchanan: American political commentator and author. Encyclopaedia Britannica.
    [https://www.britannica.com/biography/Patrick-Buchanan](https://www.britannica.com/biography/Patrick-Buchanan)

    **## WK5Dq3.docx**

    **Q.1 THINKING PASSAGES: GLOBAL WARMING (350 or More)**

    The three passages on global warming offer very different views on the validity of the concept. You should answer the questions at the end of the section to help them understand each article’s argument completely. Please look up the background of each writer and explain how that background might influence how they view the topic of global warming.
    The issue of the reliability of sources and the way source material is being presented is also a topic for fiction. You need to evaluate the accuracy of information they gain through characters’ dialogue in a short story, for example. Employing a variety of standards or criteria may be a challenge, because the number of sources from which to gain information is limited. Some of the articles listed in the bibliography are intended to offer students additional practice in assessing the usefulness and reliability of sources. A good way to demonstrate this is with the use of a first-person narrative such as a Tom Wingfield’s famous closing speech in the play The Glass Menagerie by Tennessee Williams. Explain the storyline of the play to students, then have them read the monologue. Ask them to consider where the character of Tom might be altering the truth and why.

    **TEXTBOOK(S) AND REQUIRED MATERIALS:**

    Title: Thinking Critically

    Author: Chaffee

    Publisher: Cengage

    Year Published: 2019

    Edition: 12th

    ISBN: 10: xxxxxxxxxx or 13: 9780357690109

    **Q.2 Write a reply for this in 150 words(Chris)**

    Authors Ken Calderia, Patrick Buchanan, and Tyler Hamilton indeed have distinct backgrounds and perspectives regarding global warming. But before we dig deep into the writers’ points of views, let’s understand what global warming is. Global warming refers to the rise of the planet’s total median temperature within recent eras (National Geographic, n.d.). With natural processes already playing their role, humans have contributed to a temperature upsurge in a negative way. For instance, the fossil fuels (Coal, Oil, Natural Gas) we use have dangerously contributed to rapid global temperatures. As a result, droughts, wildfires, and extreme storms have become reality along with alterations of ecosystems that encourage animals to migrate to cooler places to live (National Geographic n.d.).

    According to the passage by Ken Calderia, he mentions how one of the biggest concerns is the amount of CO2 released into the planet’s atmosphere (Chaffee, 2018). In addition, how on-going usage of fossil fuels will continue to destroy earth until the fuels are no longer accessible. He also mentions how vast amounts of CO2 in the oceans cause the dissolution of shells and skeletons of countless marine organisms. Lastly, how climate change has alternated the planet to the point where the waxing and decreasing of large ice sheets have been affected (Chaffee, 2018).

    Mr. Caldeira’s’ credentials as a senior scientist expand into a realm of analyzation regarding earth’s climate system. For years he has focused on land coverage and climate change, extended evolution of climate and geochemical cycles; and has experience with climate intervention proposals and energy technology (Caldeira, 2025). Most notably, he has had “One” task to accomplish for an exceptionally long time… and that is to make scientific breakthroughs. Therefore, given his experience and knowledge, it has played a key role on his beliefs regarding the effects of CO2 on the plant; and overall effects of global warming effects.

    Patrick Buchanan focuses on how the “So-called” global warming is one of the biggest hoaxes of the century. To support his claim, he discusses how the hoax about how man evolved from a monkey when a man’s cranium was discovered with the jaw of an ape. This unearthing was successful in convincing people as skeptics were ridiculed, while three (3) English scientists became validated and recognized (Chaffee, 2018). Years later, after further investigation, it was uncovered that the cranium belonged to a medieval Englishman; and the bones were dyed to age while the jaw of an orangutan was filed to mimic human teeth. Thus, making this alleged discovery one of the biggest hoaxes of the 20th century. Hence the reason why global warming is viewed as another great joke (Chaffee, 2018). Mr. Buchanan’s read also entailed how polar bears were not disappearing, sea levels were not mounting, cities were not getting smaller; how beaches have remained and temperatures have not increased since the late 90’s. Therefore, further emphasizing how global warming is another tactic used by politicians to keep the population alarmed; and appearing as heroes with falsified projected imaginations (Chaffee, 2018).

    Given Patrick Buchanan’s credentials as a paleoconservative American journalist, politician, commentator, and author; his political career route indefinitely plays the most significant role regarding how he observes global warming (The Editors of Encyclopedia Britannica, 2025). Think about it… how else would he know the ins and out’s about how politicians playing on the minds of millions? His literary work depicted in the “Thinking Critically” read not only comes with supportive details; but from one who has experienced the political spotlight. For Mr. Buchanan to come from behind the curtain and tell the truth about political manipulation says a mouth full.

    Writer Tyler Hamilton points a finger at the media regarding hoe onlookers perceive global warming. Apparently, media outlets have provided platforms for non-qualified scientists to speak about the subject and their un-verified takes without supportive evidence (Chaffee, J. 2018). For instance, Julio Betancourt, a Senior Scientist at U.S. Geological Survey, educated reporters about detectible impacts of global warming. He expressed how the consequences included drought, persistent forest fires, migration of animals, hotter and longer seasons; decreased snowpacks, and advanced snow melting. After the media acquired these details, the reporters published his information in an expanding peer-review journal as a worst case scenario (Chaffee, 2018). As a result, after the commentary became public, web logs assumed regulation over the content and society’s misunderstanding of global warming began (Chaffee, 2018). Therefore, the issue is not about the details portrayed by the scientist, it is whether or not the information can be supported with “Bulletproof” evidence.

    Tyler Hamilton brings his experience as a Senior Director of Climate at MaRS to the table; and one who acts as a guide for countless climate related activities. His involvement includes being a member of the Ontario Clean Technology Industry Association (OCTIA) and the XPRIZE Brian Trust. He is a journalist with twenty (20) years or more of experience; and has written detailed works regarding Canada’s clean technology sector and global cleantech trends  (MaRS Discovery District, 2023). With his extensive background in reporting, it is not surprising how he is capable of identifying the lack of evidence scientists conjure in their reporting; and how media outlets freely give un-recognized scientists a platform just to present the “Latest” story. Mr. Hamilton’s credentials undoubtedly influence his observations on global warming to include those who report on it with a lack of evidence and credible authorization.

    **References**

    Caldeira, K. (2025, September 30).
    _Carnegie Science_.
    [https://carnegiescience.edu/bio/dr-ken-caldeira-emeritus](https://carnegiescience.edu/bio/dr-ken-caldeira-emeritus)

    Chaffee, J. (2018).
    _Thinking critically._ Cengage Learning.

    MaRS Discovery District. (2023, October 13).
    _Tyler Hamilton – MARS Discovery District_.
    [https://www.marsdd.com/bio/tyler-hamilton/](https://www.marsdd.com/bio/tyler-hamilton/)

    National Geographic (n.d.).
    _Global warming._ (n.d.).
    [https://education.nationalgeographic.org/resource/global-warming/](https://education.nationalgeographic.org/resource/global-warming/)

    **Q.3 Write a reply for this in 150 words (Sar)**

    Authors Ken Caldeira, Patrick Buchanan, and Tyler Hamilton each bring distinct backgrounds and perspectives to the topic of global warming. Before analyzing their viewpoints, it is essential to understand what global warming is. Global warming refers to the rise in the Earth’s average temperature over recent decades (National Geographic, n.d.). While natural processes play a role, human activities—particularly the burning of fossil fuels such as coal, oil, and natural gas—have accelerated this warming. The resulting increase in global temperatures has led to more frequent droughts, wildfires, and extreme weather events, along with significant disruptions to ecosystems as animals migrate to cooler habitats (National Geographic, n.d.).

    Ken Caldeira: The Scientist’s Perspective
    In his passage, Ken Caldeira emphasizes the dangers of carbon dioxide (CO₂) emissions and their impact on the planet’s systems (Chaffee, 2018). He warns that continued fossil fuel use will damage the Earth until those resources are depleted. Caldeira also highlights how rising CO₂ levels in oceans dissolve the shells and skeletons of marine organisms, and how global warming has disrupted the growth and retreat cycles of major ice sheets.
    Caldeira’s background as a senior climate scientist deeply informs his perspective. His research focuses on the Earth’s climate system, including land coverage, geochemical cycles, and climate intervention technologies (Caldeira, 2025). His long career in scientific analysis gives him a data-driven understanding of global warming, leading him to view it as a real and urgent threat. His scientific expertise allows him to conclude from empirical evidence rather than ideology, which strengthens his argument about the harmful effects of CO₂ and fossil fuel dependency.

    Patrick Buchanan: The Political Skeptic
    Patrick Buchanan, by contrast, rejects the idea of global warming altogether, calling it one of the greatest hoaxes of the century. To illustrate his skepticism, Buchanan draws a parallel between global warming and the famous scientific fraud of the “Piltdown Man” hoax—a falsified fossil once believed to be the missing link between apes and humans (Chaffee, 2018). Buchanan argues that just as the Piltdown Man deceived the public and the scientific community, so too has global warming been exaggerated by politicians and scientists for power and attention. He disputes claims about rising sea levels, melting ice caps, and vanishing polar bears, framing global warming as a political tool used to manipulate public fear (Chaffee, 2018).
    Buchanan’s background as a conservative political commentator, author, and former presidential adviser (The Editors of Encyclopaedia Britannica, 2025) clearly shapes his perspective. His career in politics has exposed him to media narratives, partisan strategies, and public persuasion tactics, leading him to distrust governmental and scientific institutions that advocate for climate action. His skepticism is rooted not in scientific analysis but in political ideology and experience, reflecting a broader conservative trend that questions environmental regulation and scientific consensus.

    Tyler Hamilton: The Journalist’s Analysis of Media Influence
    Tyler Hamilton takes a middle-ground position by focusing not on whether global warming is real, but on how it is communicated to the public. He argues that the media often gives a platform to unqualified commentators who spread misinformation (Chaffee, 2018). Hamilton recounts how journalists' misinterpretations of legitimate scientific findings—such as those by Julio Betancourt from the U.S. Geological Survey—distorted the public’s understanding of climate change. The issue, according to Hamilton, is not with the data itself but with the lack of rigorous, evidence-based reporting that fuels public confusion.
    Hamilton’s background as the Senior Director of Climate at MaRS Discovery District and as a journalist specializing in clean technology (MaRS Discovery District, 2023) informs his position. With over twenty years of experience in environmental journalism, he is acutely aware of how information can be misrepresented by the media. His career has focused on promoting credible science and innovation in clean energy, giving him both the insight and motivation to call for greater journalistic responsibility in covering global warming.

    Conclusion

    Ken Caldeira, Patrick Buchanan, and Tyler Hamilton each interpret the issue of global warming through the lens of their professional experiences. Caldeira’s scientific background drives his concern for the measurable dangers of climate change; Buchanan’s political career fuels his skepticism and distrust of scientific consensus; and Hamilton’s journalistic experience leads him to critique how media miscommunication distorts public perception. Together, their differing perspectives reveal how personal background and expertise profoundly influence one’s stance on complex global issues like climate change.

    References:

    Caldeira, K. (2025). Profile: Ken Caldeira. Carnegie Institution for Science.
    [https://carnegiescience.edu/staff/ken-caldeira](https://carnegiescience.edu/staff/ken-caldeira)

    Chaffee, J. (2018). Thinking critically (12th ed.). Cengage Learning.

    MaRS Discovery District. (2023). Tyler Hamilton – Senior Director, Climate.
    [https://www.marsdd.com/tyler-hamilton](https://www.marsdd.com/tyler-hamilton)

    The Editors of Encyclopaedia Britannica. (2025). Patrick Buchanan: American political commentator and author. Encyclopaedia Britannica.
    [https://www.britannica.com/biography/Patrick-Buchanan](https://www.britannica.com/biography/Patrick-Buchanan)

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