written in code. Explain the process that you intend to follow to determine if linguistic information is being communicated or if the messages are nothing but gibberish. Be sure to identify all relevant information/tools that you will use to analyze the messages. Before proceeding with your analysis of the messages, describe the assumptions you are making concerning Information Theory. That is, why would it make sense to apply Information Theory to this problem? Now, execute your plan by following the process you described above. When you submit this assignment for grading, be sure to include the "evidence" (spreadsheet, graphs, etc.) you have accumulated while completing this task.
Two messages are presented below, written in code. Explain the process that you intend to follow to determine if linguistic information is being communicated or if the messages are nothing but gibberish. Be sure to identify all relevant information/tools that you will use to analyze the messages.
Before proceeding with your analysis of the messages, describe the assumptions you are making concerning Information Theory. That is, why would it make sense to apply Information Theory to this problem?
Now, execute your plan by following the process you described above. When you submit this assignment for grading, be sure to include the "evidence" (spreadsheet, graphs, etc.) you have accumulated while completing this task.
Message A
Up otmir in nmnmnm omnpy mus jmr omn nookomsq omninqt. Prmwqr notqnook ttq olook vqnt wmll pmpqr pqqls. Pioturq oomputqr soiqnoq tmnp nosq rloor wmlk tmlk m pqok. Listt mn stoq run yqllow prmsonrly oourt tqlqvision stqlr nluq insipq. Mrounp invokq nook sqoonps rqqt milq mqtrio toqs mpplq srmpq I omn ristt rmnpom. Po zoom mqttop nutton pookqt omrq slmssqs smilq smqll mwrul nuokqt. Orrml noisomq tmnpsomq wms tmnps wqloomq trivim ront qumrr somp. Pqmrtt lmok or mppronmtion pmnqsyrio spqqot tqrmqnqutio lip qmr.
Message B
Ttq projqot involvqs nromp-nmsqp pmrtioipmtion rrom oollqsq stupqnts in nott lqmpqrstip mnp supportins rolqs. Ttrqq oommittqqs mnp tqmms--Stqqrins, Mmrkqtins, mnp Pqsisn--tmvq stupqnt mqmnqrs wto provipq vmlumnlq input. Ttq stupqnts provipqp oonnqotions to ottqr stupqnt sroups ms wqll ms stupqnt rqqpnmok on ipqms mnp plmns. Mll stupqnts tmp ttq opportunity to votq on ttq sqlqotion or ttq loso mnp ovqrwtqlminsly sqlqotqp ttq winnins pqsisn Stupqnts in ttq Oollqsq's Pisitml Qrrqots mnp Mnimmtion Tqotnolosy prosrmm orqmtqp mnimmtions or ttq loso, mn mssisnmqnt ttqir instruotor rqportqp mqt witt stupqnt qxoitqmqnt sinoq ttqir work tmp m rqml-lirq mppliomtion.
In his example from the video clip, Doyle states that the word "the" is the most common word in the passage he's analyzing. Take a look at your frequency analyses.
For Message A, what "word" is the most common? State your answer in both absolute terms (how many times the word appeared in the passage) and as a percentage of the total number of words in the passage.
Answer the same question for Message B.
Task 3 (Analysis/Synthesis and Communication Competencies)
So what's your verdict?
Summarize, in a paragraph or more, the conclusions you reached about Messages A and B. Be sure to support your conclusions by describing the evidence-based thoughts and processes involved in your reasoning. That is, clearly explain not only what you've determined about the two messages, but how you made those decisions. Someone reading your analysis should be able to clearly understand whether you think Message A (and Message B) is gibberish or conveying knowledge, and what compelling piece(s) of evidence led you to your conclusion.
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