Please view the attached document for instructions
1. Must be two full pages
2. You can ONLY use the book as a reference
3. NO DIRECT QUOTES, only in text paraphrasing
4. Read the document gor further instructions
Just follow the rubric of what is being asked for inside of the attachment. Please use full sentences as well as attach the sources that you used to the paper, following with a reference page.
Instructions:
Please view the pic and complete the quiz…it’s multiple choice and matching
There may be one open ended questions in which case there can be NO PLAGIARISM…When you submit it will check using safeassign
all what you have to do is to answer the 20 question.
Note: Please make sure that you answer them correctly because the total grade of the homework is 100 pts and each one of these question worth 5 pts.
1. Authoritarian states are characterized by strong central governments that fairly stringently limit the range of politicalactivity. More often than not, they are one-party states, which means that only one party, that which supports thegovernment, is allowed to engage in political activity. Free discussion and association are strictly curtailed in thesesystems. Anyone who might dare to criticize the government or to express ideas that are not in conformity with itspolicies can be severely punished, even by death.
a. Argument; conclusion: More often than not … engage in political activity.
b. Nonargument.
c. Argument; conclusion: Authoritarian states … limit the range of political activity.
d. Argument; conclusion: Free discussion and association … in these systems.
2. Prior to their extinction, Neanderthals had been widespread in Europe for 100,000 years. Then 50,000 years ago,modern humans moved into Europe from Africa. Twenty-six thousand years after that the last Neanderthal died. At onetime it was thought that the Neanderthals were killed by climate change, but this theory has now been discounted. Sowhy did the Neanderthals perish? We may conclude that probably they were killed by the humans.
a. Argument; conclusion: Then 50,000 years ago … Europe from Africa.
b. Argument; conclusion: At one time it was thought … now been discounted.
c. Argument; conclusion: Prior to their extinction … 100,000 years.
d. Argument; conclusion: Probably they were killed by the humans.
3. Hair turns color when we age because the follicles at the base of the hair shaft cease to produce melanin. Melanin is achemical that gives the hair shaft its color (black, brown, blond, red, and all shades in between). The darkness or lightnessof your hair depends on how much melanin each strand contains. With age, the cells in the follicle that produce melanindie off. As they do so, that hair strand will become silver, grey, or white, as it grows.
a. Argument; conclusion: The follicles … cease to produce melanin.
b. Argument; conclusion: Hair turns color when we age.
c. Argument; conclusion: With age, the cells in the follicle … die off.
d. Nonargument.
4. Water is a highly reactive substance, quite different both physically and chemically from most other liquids. Indeed, lifeas we know it would be impossible if water did not have the properties it does. The first living systems presumably arosein the aqueous environment of shallow seas. It follows that the living organisms of the present are adapted at themolecular level to the special properties of water.
a. Argument; conclusion: Water is a highly reactive … most other liquids.
b. Argument; conclusion: The living organisms … properties of water.
c. Argument; conclusion: Life as we know it … the properties it does.
d. Nonargument.
5. Scientists have recently shown that heaps of intact DNA from the extinct wooly mammoth are retrievable from theanimals’ fur. A great deal of that fur is readily available in natural history museums. Also, such amounts of DNA make itpossible to piece together the entire mammoth genome. Hence, we can expect to see mammoth clones in the future.
a. Argument; conclusion: A great deal of that fur … natural history museums.
b. Nonargument.
c. Argument; conclusion: Scientists have recently shown … animals’ fur.
d. Argument; conclusion: We can expect to see … in the not too distant future.
6. The loss of arctic ice is accelerating as a result of a form of positive feedback. As arctic ice melts, the arctic icecapreflects fewer rays from the sun. When this happens, more rays are absorbed by the surrounding ocean, which causes anincrease in its temperature. As the temperature of the ocean rises, more arctic ice melts.
a. Argument; conclusion: When this happens … which increases its temperature.
b. Argument; conclusion: As the temperature of the ocean rises … ice melts.
c. Argument; conclusion: The loss of arctic ice … positive feedback.
d. Nonargument.
7. Which of the following words is a premise indicator?
a. It must be the case that.
b. Thus.
c. Consequently.
d. Given that
8. Which of the following words is a conclusion indicator?
a. Because.
b. For.
c. Implies that.
d. For the reason that.
9. Imagine that a square A is placed inside a circle B. It follows that the area of A is less than the area of B.
a. Inductive, prediction.
b. Inductive, analogy.
c. Deductive, mathematics.
d. Deductive, hypothetical syllogism
10. If people can talk to the dead, then the dead are still alive. People cannot talk to the dead. Therefore, the dead are notstill alive.
a. Deductive, disjunctive syllogism.
b. Inductive, causal.
c. Deductive, hypothetical syllogism.
d. Inductive, analogy.
11. Judy and her friend Claire both love art exhibits, and Judy thought that the painting exhibit at the museum wassuperb. Therefore, probably Claire would like that exhibit, too.
a. Inductive, analogy.
b. Deductive, synonym.
c. Inductive, authority.
d. Deductive, hypothetical syllogism.
12. Michelle is an agnostic. Therefore, she doesn’t have any belief either way about whether God exists.
Check your lab records for completeness using the rubric below:
|
Excellent (4) |
Limited (1-3) |
Missing (0) |
|
|
Brainstorm Factors |
Complete list of factors which may impact acceleration is included. |
List is limited. |
List is missing. |
|
Experimental Design Template (two by lab end) |
1. Clearly states research question, hypothesis andprediction 2. Identifies independent anddependent variables 3. Lists control variables along with actual values |
A couple of the parameters are missing. |
A significant number of parameters are missing or are included with too little detail to be useful. |
|
Experimental Set-up (two by lab end) |
1. Includes a sketch or digital photo of the experimental set-up or apparatus; essentialfeatures are included and labeled. |
Some features and/or labels are missing. |
Sketch or digital photo is missing. |
Check your lab records for completeness using the rubric below:
|
Excellent (2) |
Limited (1) |
Missing (0) |
|
|
Data (two by lab end) |
1. Organizes all measurementsinto a table with labels andunits. |
Some measurements, tables, or units are missing. |
A significant amount or all data are missing. |
|
Estimation of Uncertainties |
1. Gives uncertainty estimatesfor each type of measurement. 2. Describes how uncertainties were determined. |
Several uncertainty values or the description of how uncertainties were determined are missing. |
A significant number of uncertainty values or description is missing. |
|
Graph(s) with Error Bars (two by lab end) |
1.Graph(s) are included; axes are labelled along with units. 2.Error bars included on all graphs (indicate if too small to be seen). |
Some graphs and/or labels with units are missing; some error bars are missing or are incorrect. |
A significant number of graphs and/or error bars are missing. |
|
Experimental Mathematical Model (two by lab end) |
1. Writes mathematical modelin terms of the IV and DV; includes a description about the relationship. 2. Describes possible physicalmeanings for the constants in the experimental model. |
The model is written in terms of x and y, or a description of the relationship or possible physical meaning of the constants is missing. |
A significant amount of the requested information is missing. |
The purpose of this lab was to develop experimental mathematical models to describe the behavior (acceleration) of a system in a reallab setting. Answer the questions below in yourlab recordsto conclude today’s lab.
a.Summarize findings into a general conclusion. Your group developed two mathematical models from experimental data. Each describes the behavior of a system’s motion (acceleration) in terms of another variable (IV). Write a sentence or two as a general summary of what your group learned in terms of what factors impact, or do not impact, the acceleration of a system. For those factors that have impact, describe howeach affects the acceleration.
b.Cite the evidence that supports your claim.
The data collected during lab, as well as known scientific knowledge or theories, can be used as evidence to justify your claim. The questions below serve as a guide for evaluating all evidence that supports your claim.
i.How confident are you in the numbers obtained for each measurement? Be sure to comment on the ranges of uncertainty (variation) for these measurements.
ii.Explain in a few sentences howeachmathematical model was determined, what the model is, and how it led to your claim.
iii.How confident are you in the mathematical model provided by Excel? That is, comment on how well the trendline passes through the set of plotted data points. Cite the R2value as well and discuss what this value indicates to you.
iv.Cite the data and claims from at least two other groups. You may include a photo of their data and claims from their whiteboards. Discuss whether their data supports or challenges the findings of your group and how that impacts your level of confidence in your claims.
In the lecture part of your physics course you learned about Newton’s Second Law (F=ma). The questions in this section serve as a guide to compare and contrast both of your experimental models to Newton’s Second Law.
i. Describe how each of your experimental models supports Newton’s Second Law. Also, as part of this discussion, be sure to consider any numerical values in your experimental model and how Newton’s Second Law provides meaning to these numbers.
ii.Describe any differences between your experimental models and Newton’s Second Law. Identify what may account for these differences.
c.Consider other possible factors. Are there any other factors not tested that might impact your response to the research question regarding what affects the acceleration of a system? If so, what are they and how might they be investigated? What new research question could you ask? If not, explain why you believe you have investigated all possible factors.
d.Suggest improvements. If given the opportunity to repeat the investigation, what could be done to improve the collected evidence (data), or strengthen your interpretation of the evidence, which support your general conclusion? You may wish to discuss flaws in your experimental design, how you might employ better controls, address assumptions, and so on.
e.Consider a hypothetical scenario. A physics student claims that Newton’s second law() can be used to predict the net force necessary to obtain a desired acceleration. What relationship, correlational or causal, exists between net force and acceleration if mass is constant? Explain.
Check your lab records for completeness using the rubric below:
|
Excellent (20) |
Limited (10-19) |
Missing (0-9) |
|
|
Responses to the Final Wrap Up Questions |
Thoroughly addresses questions and provides evidence, if requested, for: a.Summarize findings for a general conclusion (2) b.Cite evidence that supports claim (2 each) 1. Evaluate data and observed patterns i. Discuss confidence in measurements ii. Discuss model & how led to claim iii. Discuss confidence in model iv. Discuss data from other groups 2. Connect claim to theory i. Describe how each model supports Newton’s Second Law & provides meaning to included numbers ii. Discuss differences and what may account for these c.Consider other possible factors (2) d.Suggest improvements (2) e.Consider hypothetical exercise (2) |
Some of the question responses are missing, are not complete, or are incorrect. |
A significant number of question responses are missing or are incorrect. |
A lab report is required for this investigation BUT is not to be written until after Lab 06. This ends the work necessary for Lab 05. Turn in your lab records but be sure to bring your own copy to class during Lab 06 as this data will be needed again.
please read the instructions carefully. be sure you can do it before you bid on it. The address is 308 S 9th street. Columbia, Missouri.65201
The information for this lab is gathered from actual sky observations. The purpose of this lab is to observe the Moon and note the changes in its appearance and location in the sky over a period of several days. This is an individual and NOT a team project. How to get started: Be aware of when the moon is visible – that is when it rises and sets. It rises a little later each day, in the eastern sky, and is visible on the average for about 12 hours. On the average, it is visible as much in the day time as at night. Select a period of 7 to 10 days to make a series of 4 observations of the Moon, each at the same time of day. Plan on every other day or you can skip a day because of cloudy skies. Observations separated by 2-3 days allow time for changes in the lunar phase. A method to determine cardinal direction is required, such as a compass app on your smart device or a real compass. Considerations for choosing observation days: • Moonrise/Moonset times o Begin observations when the Moon is close to the western horizon o Search for Moonrise/set times using online resources (one option: https://www.timeanddate.com/moon/usa). • Avoid observations around the time of the new Moon, as it is difficult to observe when in line with the Sun. • Your availability • Forecast weather Location for observations: • Location should be convenient and can vary as long as you stay at the same general longitude. o Varying location around Columbia is fine; driving east or west toward St. Louis or Kansas City is too far • You should be able to see close to the western horizon. Page 1 of 4 Record observation information using the provided data sheet: • Record time, date, and viewing location for each observation. • Sketch the illuminated portion of the moon • Note the phase (name) • Use a compass (app on smart phone or real) to record the direction of the Moon from your location, between 0-360 degrees, • Use your clenched fist as a unit to record the elevation of the Moon from your horizon, and record “units” of your fist from horizon to the Moon. Questions: 1. What did you observe about the Moon’s position in the sky during your observations? How do you explain these changes? 2. What did you observe about the change in illumination of the Moon during your observations? Why was the illumination changing? 3. Why is it necessary to do your 4 observations in the suggested 7-10 days and not a longer period such as a month? The answer is not because the lab said to. 4. What would you have observed differently if you made some of your observations at the same time in St. Louis, Missouri? Why? 5. Would someone in Europe observe the same phases of the Moon in his or her local sky? Why or why not? 6. What will be the phase of the Moon exactly one week after your last observation? What will be the phase of the Moon exactly two weeks after your last observation? Analysis: Imagine that you have met someone who is questioning whether the Earth could be flat. Consider how your observations of the lunar phases and answers to the above questions would support a spherical Earth model and how you would respond to this individual. Your analysis should summarize the changes we see in the Moon in our sky over the course of a lunar month. Focus on describing the position and illumination of the Moon depending on relative Earth/Sun/Moon positions and your location. This analysis should be 1⁄2 to 1 page in length. Page 2 of 4 Submit a Typed Copy of your lab including only: • Your name • Title of Lab • A description of what you did to collect data for the lab and why. 2-3 paragraphs • The numbered answers to the 6 questions. About one paragraph each • Analysis • Page with Data Table (can be handwritten) and Lunar Orbit Sketch (hand drawn). This lab is graded based on 30 points for 100% correct. Lab scores comprise 20% of the class grade. Each of the 4 labs is therefore 5% of your final grade. How to Submit Your Lab Report Lunar lab is due no later than Thursday, Sept. 19th. Turn into Physics office 223 (second floor), a box will be on the counter labeled “Astronomy 1010 Labs”. Grading (30 points in total): Description—2 pts | Questions—12 pts | Data Table—8 pts | Lunar Orbit Sketch—3 pts |Analysis—5 pts Data Table: While the time of observation should be almost the same each day, record exact time. Page 3 of 4 Obs # Location Date & Time Sketch Shape of Illuminated Moon Lunar Phase Name Sky Position Direction: 0-360 degree from East Sky Position Height: # of fists 1 2 3 4 Lunar Orbit Sketch Label using observation number where the Moon was in its orbit around the Earth for each observation. Top view is looking at north pole. Hint of Choosing the Observing Time You need to observe the moon at the same time of each date. The visibility of the moon at your chose time depends on the date. You can use the online source to help you. Here is a rough estimate of the visibility window. If you choose to observe at * 7:30 pm, the visible window is 08/31 — 09/12 (Note: the sky is not fully dark yet); * 8:30 pm, the visible window is 09/01—09/14; * 9:30 pm, the visible window is 09/03—09/16; * 3:30 pm (i.e., right after our class), the visible window is 08/26—09/06 (Note: it’s difficult to observe it in line with the Sun, so I don’t suggest this). P
Complete the case study questions including what the appropriate interventions hat should be done to address her symptoms.
Instructions in the attachment
NU 627 Unit 6 Case Study Certificate Rubric (1)
| Criteria | Ratings | Pts | ||||||
|---|---|---|---|---|---|---|---|---|
|
This criterion is linked to a Learning OutcomeContent & ConceptsNU627-CO2; NU627-CO3; NU627-CO4 |
|
10.0 pts |
||||||
|
This criterion is linked to a Learning OutcomeAnalysisNU627-CO2; NU627-CO3; NU627-CO4 |
|
5.0 pts |
||||||
|
This criterion is linked to a Learning OutcomeWriting Conventions |
|
5.0 pts |
||||||
|
This criterion is linked to a Learning OutcomeAPAPRICE-I |
|
5.0 pts |
||||||
|
Total Points: 25.0 |
||||||||
I need a radiation safety manual that includes:
Introduction
Table of Contents:
1- Preface
2- Organization
3- Policies
4- In-service
5- Personnel Exposures
6- Licenses/Applications
7- Equipment
8- Emergency Procedures
9- Therapy Procedures ([I-131]sodium iodide)
10- Appendixes
*****ORIGINAL WORK ONLY PLEASE. NO PLAGIARISM. YOUR WORK WILL BE CHECK FOR AUTHENTICITY.*****
Cultural Context and Stigma
Cultural context looks at individuals in society and how they are raised and how their culture affects their behavior. It incorporates learned values and shared attitudes among groups of people. It includes language, norms, customs, ideas, beliefs, and meanings and individual characteristics. Therefore, when the cultural context of a person or group is not understood, Stigma may occur. Culture is very important because our cultural orientation is present in every interaction, and it is how society identifies us as an individual or group. We tend to make assumptions about a person’s beliefs or behaviors based on a single cultural indicator, particularly related to race or ethnicity, when our cultural identities are a complex weave of all the cultural groups around us or that we belong to that influence our values, beliefs, and behaviors.
Recent knowledge emerging out of the disability rights movements and grounded in disability studies research promotes a new understanding of disability as a socially constructed culture and as a social identity. Many people support the emerging issue of “disability culture” or “the culture of disability” and many more dispute disability as being a cohesive force to form a cultural group. As we challenge these assumptions and traditional views of disability, our beliefs can become more meaningful and relevant to the disability community and more informative to social development.
1. After reviewing the Learning Resources, please respond to the following questions:
Part I: Please answer the following question with a detailed explanation.
a) Taking into consideration what constitutes a culture — Is there a convincing foundation to declare that there is a disability culture?
i) If Yes, please explain and give two examples as to why, or
ii) If Not, please explain and give two examples as to why.
b) To-Do –Watch Video: WIPEOUT STIGMA. This version has subtitles. Amanda, Jill, D’art, and Max share personal stories of their mental health journeys. YouTube Film: https://www.youtube.com/watch?v=1Gj3zXi6fSk
c) Explain at least two important messages that you learned from watching this video.
2. Society tends to create stigma and place labels on people that are believed to be different than the majorly in many ways. In many instances, these actions become part of the norm of society and spread from one generation to the other. We also understand that stigma and labels, in most of the cases, have negative consequences for the targeted group.
Part II: Please answer the following questions:
a) What is a stigma, and how does it affect our perception of other people?
b) Describe two forms of the stigma that society applies to people with disabilities.
c) As society members, what can we do to eliminate the stigma placed on disability and people with disabilities? Please explain and give one example.
Part III:
To-Do: Watch Video: I’m not your inspiration. Thank you very much. (Also listed in the Learning Resources). A film by TED Ideas worth spreading at https://www.ted.com/talks/stella_young_i_m_not_your_inspiration_thank_you_very_much#t-9157
a) What to do you consider a takeaway message from watching this video.
b) Would you recommend this video to others (family, friends, coworkers, etc.)?
****Questions/statements must be identified with their respective numbers Ex: 1. 2, 3, etc. 2. a, b, c, etc. If there is more than one Part to the discussion activity each Part I, Part II, etc. must be identified as well.
All questions/statements must be answered directly.****
USE ATTACHMENTS TO HELP YOU COMPLETE THIS TASK. ASK QUESTIONS FOR CLARITY.
