Unit vi sample homework instructions imagine someone who
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Electricity is a real source of energy according to scientific evidence and experimentation. Observation of phenomena like lightning and static electricity helped raise questions about the source of electrical energy. Scientists have developed theories like atomic theory to explain electricity, proposing that the movement or discharge of electrons between atoms produces electrical currents. Experiments show electricity can be generated by things like copper wire and magnets, and electrical measurements can quantify properties like voltage, amps, and watts. Together, observation, scientific theories, experimentation, and measurement support the conclusion that electricity is a legitimate source of energy.
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This document discusses electricity and magnetism. It begins by giving examples of where electricity can be seen in nature, such as lightning. It explains that atoms contain protons and electrons, which have positive and negative charges, respectively. It defines electrically neutral and charged objects. When objects become electrically charged, their protons and electrons become unbalanced, causing the electrons to move. Electrically charged objects can then attract or repel one another. Materials are classified as conductors or insulators based on whether they allow electric currents to flow through them. The document also discusses magnetism, noting that magnets can be natural or artificial, and explains Earth's magnetic field.
Energy
The document defines different types of energy including kinetic energy, potential energy, mechanical energy, thermal energy, chemical energy, electromagnetic energy, and nuclear energy. It summarizes the three laws of thermodynamics: 1) energy cannot be created or destroyed, 2) energy flows from areas of high concentration to low concentration, and 3) all objects contain thermal energy that can be measured on the Kelvin scale and zero degrees Kelvin can never be reached. It also provides examples of energy transformation and defines key concepts related to electricity including current, voltage, resistance, and Ohm's Law, and discusses electric power and electrical energy.
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The document summarizes how Newtonian mechanics was incorrectly applied to explain electricity and magnetism for over 200 years. Early scientists mistakenly viewed electricity generation as analogous to mechanical pumping of water in pipes. However, this analogy fails because it does not account for the magnetic field created by electric current or the delayed reaction forces caused by inductance. True explanations of electromagnetic systems must consider the internally created magnetic fields and forces, not external mechanical actions and reactions.0708 types of_energy
The document discusses five main types of energy:
1) Mechanical energy is energy due to an object's motion or position. Examples include a bowling ball and spinning plate in a microwave.
2) Electromagnetic energy includes light from different wavelengths such as visible light, microwaves, and radio waves. It is the energy that cooks food in a microwave.
3) Electrical energy is caused by the movement of electrons and is easily transported through power lines to convert to other forms like mechanical energy from a fan.
4) Chemical energy is stored in chemical bonds and released in chemical reactions like burning matches.
5) Thermal energy is the heat and motion of atoms in hot or cool objects.
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Forms of energy
The document discusses different types of energy:
- Kinetic energy is the energy of motion and examples include moving water, wind, and electricity conducted by moving electrons.
- Potential energy is stored energy, with examples being oil in a barrel or water in a lake above ground. It has the potential to do work if released.
- Energy can change forms, like the kinetic and potential energy exchanged on a roller coaster ride.
- Other types include mechanical, heat, chemical, electrical, gravitational, and more. Mechanical energy powers motion while heat energy comes from applying heat. Chemical and electrical energies result from chemical reactions and electricity.
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This document examines various forms of energy and energy transformations. It defines energy as the ability to do work. There are two main types of energy: kinetic energy, which is the energy of motion, and potential energy, which is stored energy. The document then describes five specific forms of energy - radiant or light, sound, heat/thermal, electrical, and mechanical. For each form, it provides a definition and brief explanation. Finally, it notes that energy can be transferred between forms, such as from mechanical to thermal or electrical to light.
Tatum
Kinetic energy is energy from motion, potential energy is stored energy not currently in motion. Thermal energy comes from the kinetic motion of atoms and molecules. Temperature measures hotness or coldness, while heat refers to the quality of high temperature. Conduction transfers energy through direct contact, convection transfers heat through moving liquids or gases, and radiation transfers energy through high speed particles and waves.
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The document summarizes how Newtonian mechanics was incorrectly applied to explain electricity and magnetism for over 200 years. Early scientists mistakenly viewed electricity generation as analogous to mechanical pumping of water in pipes. However, this analogy fails because it does not account for the magnetic field created by electric current or the delayed reaction forces caused by inductance. True explanations of electromagnetic systems must consider the internally created magnetic fields and forces, not external mechanical actions and reactions.0708 types of_energy
The document discusses five main types of energy:
1) Mechanical energy is energy due to an object's motion or position. Examples include a bowling ball and spinning plate in a microwave.
2) Electromagnetic energy includes light from different wavelengths such as visible light, microwaves, and radio waves. It is the energy that cooks food in a microwave.
3) Electrical energy is caused by the movement of electrons and is easily transported through power lines to convert to other forms like mechanical energy from a fan.
4) Chemical energy is stored in chemical bonds and released in chemical reactions like burning matches.
5) Thermal energy is the heat and motion of atoms in hot or cool objects.
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This document proposes that a relativistic particle can be used as an energy source based on the Variable Speed of Light (VSL) theory. It presents the idea that as the speed of light slowly decreases over time, the energy of a moving particle will also decrease, causing the particle to act as an energy source. The document references Einstein's theory of relativity and other papers on VSL to derive equations showing that if a particle's velocity is less than 0.8165 times the speed of light, its decreasing energy over time could be harnessed as a power source. Large particle accelerators would be needed to collide particles at speeds close to light for practical, large-scale energy generation.
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The document discusses different types of energy:
- Kinetic energy is the energy of motion and examples include moving water, wind, and electricity conducted by moving electrons.
- Potential energy is stored energy, with examples being oil in a barrel or water in a lake above ground. It has the potential to do work if released.
- Energy can change forms, like the kinetic and potential energy exchanged on a roller coaster ride.
- Other types include mechanical, heat, chemical, electrical, gravitational, and more. Mechanical energy powers motion while heat energy comes from applying heat. Chemical and electrical energies result from chemical reactions and electricity.
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This document examines various forms of energy and energy transformations. It defines energy as the ability to do work. There are two main types of energy: kinetic energy, which is the energy of motion, and potential energy, which is stored energy. The document then describes five specific forms of energy - radiant or light, sound, heat/thermal, electrical, and mechanical. For each form, it provides a definition and brief explanation. Finally, it notes that energy can be transferred between forms, such as from mechanical to thermal or electrical to light.
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Kinetic energy is energy from motion, potential energy is stored energy not currently in motion. Thermal energy comes from the kinetic motion of atoms and molecules. Temperature measures hotness or coldness, while heat refers to the quality of high temperature. Conduction transfers energy through direct contact, convection transfers heat through moving liquids or gases, and radiation transfers energy through high speed particles and waves.
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The document discusses corrections needed for a physics resource that uses mechanical analogies to explain electrical concepts.
Correction #1 notes that a water pump is not analogous to a battery, as a battery stores energy, whereas a water tower is a better analogy as it also stores potential energy.
Correction #2 states that equating water pipe resistance to electrical wire resistance is incorrect, as resistance affects flow in opposite ways in each case.
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This document discusses different types of energy including heat (thermal energy). It explains that thermal energy is the movement of particles that make up matter. Gas particles move the fastest and have the most thermal energy, while solids have the least. Temperature is a measure of the thermal energy or speed of particles in an object. Heat is transferred from warmer objects to cooler ones through conduction (direct contact), convection (fluid flow), or radiation (through space). A thermometer works by expanding or contracting its material based on temperature changes which moves a indicator to show the temperature.
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Correction #1 notes that a water pump is not analogous to a battery, as a battery stores energy, whereas a water tower is a better analogy as it also stores potential energy.
Correction #2 states that equating water pipe resistance to electrical wire resistance is incorrect, as resistance affects flow in opposite ways in each case.
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- Kinetic energy is the energy of motion and depends on an object's mass and velocity. Potential energy exists as stored energy and depends on an object's mass and position.
- Chemical energy is stored in chemical substances like carbohydrates and can be released through reactions like digestion.
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Atom Presentation With Narration
This document provides an overview of an educational activity on atoms. It discusses the atomic-molecular theory of matter and how scientists have gathered evidence about atoms through indirect observation and models. It describes the basic structure of atoms, including protons, neutrons, and electrons, and how atoms can form ions by gaining or losing electrons. Isotopes are introduced as atoms that have the same number of protons but different numbers of neutrons.
Atom Presentation With Narration
This document provides an overview of atoms and atomic structure through a self-guided computer activity. It discusses the atomic-molecular theory of matter and how scientists have gathered indirect evidence to develop models of atoms. It describes the subatomic particles that make up atoms, including protons, neutrons, and electrons. Atoms are electrically neutral due to having equal numbers of protons and electrons. The activity guides students to learn about atomic structure by visiting websites and completing a study guide.
Atom Presentation
This document provides an overview of atoms and atomic structure through a self-guided computer activity. It discusses the atomic-molecular theory of matter and how scientists have gathered indirect evidence to develop models of atoms. It describes the subatomic particles that make up atoms, including protons, neutrons and electrons. Atoms are electrically neutral due to having equal numbers of protons and electrons. The activity guides students to learn about atomic structure by visiting websites and completing a study guide.
The study of physics
Physics is the study of matter and energy, and the interaction between the two. The document introduces some of the main topics in physics that will be covered, including mechanics, kinematics, dynamics, gravity, energy, electromagnetism, and waves. Mechanics looks at motion and the forces that cause motion, like gravity and friction. Other topics covered are energy, sound, light, and electromagnetism.
C:\Fakepath\The Study Of Physics
Physics is the study of matter and energy, and the interaction between the two. The document introduces some of the main topics in physics that will be covered, including mechanics, kinematics, dynamics, gravity, energy, electromagnetism, and waves. Mechanics is broken down into kinematics, the study of motion, and dynamics, the study of forces and their effects on motion. Gravity and energy are also discussed in the introduction.
Quantam Free Electron.pdf
This document provides an overview of Quantum Free Electron Theory, a theoretical model that explains electron behavior in materials. It examines the fundamental concepts of electron wave-particle duality, quantum mechanics, and how the theory can be applied to understand properties like electrical conductivity, superconductivity, and optical behavior. While the theory provides insights, it has limitations such as not accounting for electron-electron interactions or differentiating between metal, semiconductor and insulator materials. In conclusion, Quantum Free Electron Theory offers a framework for understanding electron behavior but requires further development.
Similar to Unit vi sample homework instructions imagine someone who (20)
More from SALU18
AFRICAResearch Paper AssignmentInstructionsOverview.docx
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docx
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management .docx
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docx
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docx
African American women face unique healthcare challenges. This paper will explore how healthcare is perceived in the African American community, especially among women, and whether their concerns are justified. The paper will follow a standard structure including an introduction, abstract, literature review, methods, results, and discussion sections.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docx
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docx
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docx
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docx
The document discusses parameters for effective advertising campaigns, including goals, media selection, slogans, consistency, duration, and the creative brief. It provides details on each parameter and explains that carefully planning these elements is important for successful campaigns. It also covers implications of advertising management globally and working with external agencies.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docx
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docx
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
Adlerian-Based Positive Group Counseling Interventions w ith.docx
This summarizes an Adlerian-based positive group counseling program for emotionally troubled youth that integrated positive psychology interventions. The 12-week program used interventions from positive psychotherapy curriculum to increase positive emotion, engagement, and meaning by emphasizing strengths. Sessions focused on identifying signature strengths, cultivating strengths through goals, developing gratitude, processing good and bad memories, and expressing forgiveness as a way to increase social interest. The positive interventions aligned well with Adlerian principles of emphasizing strengths, social interest, and encouragement to help youth overcome problems.
After completing the assessment, my Signature Theme Report produ.docx
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docx
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
AffluentBe unique toConformDebatableDominantEn.docx
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advocacy Advoc.docx
Advocacy
Advocacy
Program Transcript
[MUSIC PLAYING]
NARRATOR: Advocacy and change are closely intertwined. In this video
program, Dr. Judy Lewis defines advocacy and explains the roles of counselors
advocating for change. Dr. Lewis also describes barriers counselors may face as
they advocate for change, and how to overcome these barriers.
DR. JUDY LEWIS: At its most basic, advocacy is simply the act of speaking up
on behalf of someone else-- maybe speaking up for someone who is voiceless or
powerless.
When it comes to the counseling profession, advocacy is particularly important
for two reasons. One is that part of our process of working with clients is to help
them gain the strength and the skills so they can advocate on their own behalf.
The other part of it is that once we realize that the client might not have the
power to be able to speak up on his or her own behalf, sometimes we may have
to be the ones that speak up on behalf of the clients.
This happens especially when we see a lot of different clients all having similar
problems, and we realize that there is a systemic reason for it. There is
something in the community environment that is standing between these clients
and what they need.
So as counselors, when we're oriented toward advocacy, what we are doing is
changing the lens through which we see the client. Instead of looking through a
microscope at the individual client, we're looking through a wide-angle lens. So
that we're seeing the context of what's happening in the client's life.
When counselors carry out advocacy, they do this at several different levels. One
level is the level of working with the individual client or family. When you're
working with an individual client, you have two alternatives. One is to work in an
empowering way with the individual so that he or she learns to advocate for
himself or herself.
The other possibility-- when that doesn't provide all the answers-- the other
possibility is to do advocacy on behalf of that individual. When we're working with
the clients in an empowering way, what we're helping them see is the degree to
which some of the problems that they're having may not be totally their fault.
When people start feeling as though they're so much at fault, sometimes they just
get stuck and can't seem to move beyond their current situation. If they can begin
to see for themselves what some of the barriers are that are preventing them
from getting to where they want to go, and where sometimes they're not
© 2016 Laureate Education, Inc. 1
Advocacy
completely at fault-- they're not completely guilty-- we can start to teach them
some of the skills that they need. So they can speak up on their own behalf and
have some success.
Sometimes they might not have the power to do this on their own. They may
need help. So we may be involved in individual advocacy where we are standing
up to the system on behalf of certain c.
Advanced persistent threats (APTs) have been thrust into the spotlig.docx
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docx
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
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Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015 •APPLICANT DIVERSITY STATEMENT .docx
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
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- 1. Unit VI Sample Homework Instructions: Imagine someone who does not believe that electricity is a real source of energy. Write a three- to five-paragraph response in which you explain to this person that electricity is a source of energy. Note that this amounts to defending a very specific thesis or a specific conclusion: electricity is a source of energy. Your essay must show you understand the following concepts from Chapter 5: scientific explanation, theory, causation, and the scientific method (observation, experiment, and measurement). After writing your paragraphs, fill out the premises in the attached template. The template will help you organize your premises (reasons for your conclusion). Note that the words in bold denote the concepts that need to be addressed for this assignment. Electricity is a real source of energy in nature. There are several reasons for this. The scientific method requires that we study physical phenomena through observation. When we observe a lightning storm, we know there is some energy force at work, and this gives us some reason to believe electricity is a real source of energy in nature. We can also observe electricity via static electricity when we, for example, walk across a carpet and touch a doorknob. The fact that we experience both of these phenomena raises questions as to where this energy may come from. The explanations may even be cultural. There have
- 2. been several explanations as to what causes a lightning storm, for example. In Norse mythology, for example, lightning was a consequence of Thor using his hammer when he fought giants. The Norse myth is an explanation because it does tell us why there are lightning discharges coming from the clouds. It is not, however, a scientific explanation because it cannot be verified by any kind of measurement or scientific experimentation. Moreover, in order for it to be a scientific explanation it must also be a scientific theory or a corollary to a scientific theory. This raises the question of how the creation of electricity is part of a larger scientific theory. Scientists explain the discharge of electricity in terms of atoms. Atoms are particles with several parts. Two of these parts are electrons and the nucleus. Electrons revolve around the nucleus. The structure of atoms and how electrons move is explained through atomic theory. Atomic theory is a scientific theory, and thus, electrons are understood theoretically. According to scientists, electrons carry a negative charge of electricity. The nucleus contains protons, which carry a positive charge. According to scientists, in some substances and under certain conditions, electrons are discharged from the atom. It is this discharge or movement of electrons that causes electricity. Copper is a good conductor of electricity. This means that electron mobility is very high in copper; whereas, it may be lower in other metals like brass or bronze. Given what we know about electrons and good conductors like copper, we can perform experiments to show electricity can be generated, that is, to show electrons can be discharged. Magnetism is also
- 3. involved in the creation of electricity. There are several easy experiments where we can take copper wire, a couple of magnets, and a small light bulb to show how electrons are discharged; we can see the effect when the light bulb lights up. Given what we know about atomic theory, we know this discharge or movement of electrons is caused by the movement of electrons. Notice that this type of confirmation via experiments also involves observation. This tells us observation is part of the scientific method before and during experimentation. Before we were able to see, or observe, the effects of electricity in a thunderstorm, and now we can also see its effects during experimentation. Measurement is also a part of the scientific method. In fact, many times experimentation requires precise measurement (Films for the Humanities & Sciences, 2008). We can measure the precise currents of electricity and even make predictions based on these measurements. Voltage, for example, measures the rate at which electrons are pressured or pushed through a current. Amps (amperes) are units used to measure how much electrical charge is flowing past a specific point in one second. Voltage multiplied by amps gives us watts. The fact that these precise measurements can be made is a way to verify that it is, in fact, the discharge of electrons that causes electrical current (Films for the Humanities & Sciences, 2008). Conclusion (scientific thesis): Premises (reasons why electricity exists as a source of energy)
- 4. Electricity is a source of energy Premise 1: We observe lightning as source of light. Premise 2: We observe the effects of static electricity. Premise 3: Scientists have a coherent account (via the discharge of electrons) as to what causes electricity. Premise 4: We can perform experiments with copper wire to produce electricity. Premise 5: We can measure specific electrical flow via amps (amperes). Reference Films for the Humanities & Sciences (Producer). (2008). Electricity: Measuring voltage (Segment 5 of 9) [Video]. In Electric Current. Films on Demand. https://libraryresources.columbiasouthern.edu/login?auth=CAS &url=https://fod.infobase.com/Port alPlaylists.aspx?wID=273866&xtid=38707&loid=55357 Unit VI Homework Template Part 1: Insert a two- to four-paragraph discussion here. Part 2:
- 5. Conclusion (scientific thesis): Premises (reasons why gravity exists) Gravity is a force in nature