There are many additional algorithms available for searching and sorting data structures. The searching and sorting algorithms that are typically used work best for particular data structures. For this assignment, you will examine 2 searching algorithms and 2 sorting algorithms and the associated data structures.

Choose 2 sorting algorithms and 2 searching algorithms, and describe them in detail, including the type of data structures they work well with. Complete the following:

For 1 of the selected search algorithms, write pseudocode, and create a flowchart to show how the algorithm could be implemented to search data in the data structure.

For 1 of the selected sort algorithms, write pseudocode, and create a flowchart to show how the algorithm could be implemented to sort data in the data structure.

Give the pseudocode and flowchart that would show how one of the additional data structures could be implemented to search data.

In addition, create a flowchart to show how to sort using one of the additional algorithms.

Give the pseudocode for the flowchart as well.

Please submit the following for your assignment in a single MS Word document:

2 flowcharts (1 for a searching algorithm and 1 for a sorting algorithm)

2 pseudocode examples (1 for a searching algorithm and 1 for a sorting algorithm)

Note: Diagrams created in separate programs should be copied and pasted into your document for submission.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Grading Rubric

Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%

Content 

(75%)

Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.

Effective Communication

(10%)

Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level with several errors in spelling or grammar. Demonstrates inadequate or partially proficient application of written, visual, or oral skills. Demonstrates inadequate or partial expression of topic, main idea, and purpose. Audience is often not addressed appropriately. Language often impedes the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation. Organization is inadequate, confusing, and distracting. The format is inadequate and obscures meaning. The writing was less than collegiate level with numerous errors in spelling or grammar.

Supporting Analysis

(15%)

Analysis exceeds minimum requirements. Sources are used to support analysis, are appropriate, and are properly referenced. Basic analysis provided to support assertions. Sources are cited, appropriate, and properly referenced. Limited analysis provided to support assertions. Some sources are cited, appropriate, and properly referenced. No or inaccurate analysis, no sources are cited wh

“Virtualization & Memory” Please respond to the following:

• From the e-Activity, examine at least three (3) benefits and three  (3) drawbacks that an organization or individual could experience using  virtualization. Recommend one (1) individual or organization that would  highly benefit from using virtualization. Provide a rationale for your  response.
• Evaluate the efficiency and reliability of both the most common  nonpreemptive dispatch algorithms and the most common preemptive  dispatch algorithms used for scheduling decisions. Provide one (1)  example of the best use for each dispatch algorithm.

Assume that you were assigned a project at work that includes JavaScript, discuss how you will handle the Pros and Cons related to JavaScript. In your discussion, you can pair JavaScript with other technology like HTML5, jQuery, CSS. You can be creative in this essay.

APA style Paper which has to be clear and focused, demonstrates original thought/reflection/insight with a minimum of 600 words.

Provide at least 2 references

The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion.

At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation.

The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.

You and your team are now working on some icons for the organization’s program user interface (UI). Based on your first mock-up of the UI, complete the following:

• Discuss 2 original icons with 3 states each. 
• Explain how the icons would be used, and give the purpose of each state. 
• Provide substantive comments that critique the postings of at least 2 classmates. 

In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Grading Rubric 

  Project Criteria Exceeds: 90%–100% Very good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%    

Content
            (40%)

Response covers all topics indicated in the assignment and adds additional content. The writing was of collegiate level with no errors in spelling or grammar. Response covers most topics indicated in the assignment. The writing was of collegiate level with one or less errors in spelling or grammar. Response covers many topics indicated in the assignment. The writing was of collegiate level with two or less errors in spelling or grammar. Response covers none to some of the topics indicated in the assignment. The writing was less than collegiate level with errors in spelling or grammar.    

Interaction
            (40%)

Multiple learner interactions per week that add to the discussion. Responses show evidence of critical analysis with questions to other classmates. At least three learner interactions per week that add to the discussion. Responses show evidence of critical analysis. No less than two learner interactions per week that add to the discussion. Responses show evidence of critical analysis. Zero to one learner interaction per week in the discussion board. Response lacks evidence of critical analysis.    

Supporting Analysis
            (20%)

Analysis exceeded minimum requirements. Appropriate sources were used to support analysis and were properly referenced. Basic analysis provided to support discussion. When appropriate to support discussion, appropriate sources were cited and properly referenced. Some limited analysis provided to support discussion. When appropriate to support discussion, sources were cited, appropriate, and properly referenced. No or inaccurate analysis, no sources were cited when needed, analysis and/or sources were not appropriate. When sources used, were not properly referenced.