Category: Other

First). Attention, Navigators, this is your Captain speaking,
It’s time to do something with your sextants. We are calling the inclinometer a sextant, now. The building of the sextant was worth ten points. Using it to measure the changing elevation of the Sun will also be worth ten points. The elevation of the Sun is the angle between the horizon and the Sun.
You will make observations of the Sun over a period of four hours, between 10 a.m and 2 pm. The Sun will reach its peak high in the sky at around (but not exactly) 12 pm. That time we call Local Noon. The objective of this project is to determine what time local noon occurs where you live.
Roughly point the ruler or straight edge at the Sun, just as you would aim the barrel of a gun. Do not stare at the Sun; use the Sun’s shadow. Orient the ruler or stick so that the size of its shadow is minimized, that is, made as small as it can be. If the ruler is parallel to the ground (not pointing at the Sun), the shadow will be big. The closer the ruler is to pointing at the Sun, the smaller the ruler’s shadow will be. When it is pointed exactly at the Sun, the ruler’s shadow will appear as a very short line. The weighted string will hang against one of the degree markings on the protractor. Press the string against the protractor as soon as you have minimized the ruler’s shadow. If you do not hold the string in place after you have minimized the shadow, the string will move, and you will wind up reading the wrong number. There are several photos in the module, showing the slowly shrinking ruler shadow as the ruler is pointing closer and closer to the Sun. Sorry about the crappy focus in some of the pix.
Record the degree number under the string. If the degree number is less than 90, subtract the degree number from 90. For example, if you recorded 70, 90 – 70 equals 20 degrees. Record the 20 degrees. That angle is the elevation angle of the Sun. If the degree number under the string is greater than 90, subtract 90 from the degree number. For example, if you recorded 120, 120 – 90 equals 30. Record the 30 degrees. That angle is the elevation of the Sun. If you are simply writing down numbers that you see under the string and nothing more, YOU ARE DOING IT WRONG. Those numbers are not the Sun’s elevation. You must find the difference between the number under the string and 90, as explained above. THAT is the Sun’s elevation. So, take an elevation measurement at about 10 a.m., then every half hour after that for four hours. Eight elevations. You should see the elevation numbers rising, reaching a max, then decreasing again. The numbers won’t change much between 11:30 a.m. and 1:30 pm. The time of that max is the time of local noon.
There is a video in this module that discusses how to aim and read the protractor, but ignore the part about aiming it by looking at the Sun. I do not want you to look at the Sun. Use the shadow method. The video does discuss how to read the protractor, so you might want to watch the video for that part. A new video is in the works but will not be ready this semester.
Submit a table of Time, Degrees, and Elevation.
You must have credit for your inclinometer/sextant (Project 1) to be eligible for points on this project.
Second assignment In this assignment you will use your inclinometer to find the height of a building, a tree, and a telephone pole. Something similar can be done to find diameters of planets. You don’t have the equipment necessary to actually find the diameters of planets, but you can learn about the technique by determining heights of everyday objects on Earth.
You are going to find the angle between the horizon and the top of the building. You will do it the same way you found the elevation of the Sun, but you will not be using the ruler’s shadow. Point the stick or ruler as if it were the barrel of a gun. Aim the ruler or stick at the top of the building and read off the number of degrees between the string and the 90-degree mark on the protractor. For example, if the string hangs over the 55-degree mark, the angle between the horizon and the top of the building would be 90 – 55 = 35 degrees.
Let’s say the angle is 35 degrees. The height of the building equals the tangent of 35, times the distance to the building, thus: height = tangent (35) x distance.
The tangent is an example of a trig function. Those of you who have taken algebra II are acquainted with trig functions (for better or worse). You don’t need to know what they are in order to do this project.
I will calculate the tangents of a range of angles for you:
tangent 10 = 0.176
tangent 15 = 0.268
tangent 20 = 0.364
tangent 25 = 0.466
tangent 30 = 0.577
tangent 35 = 0.700
tangent 40 = 0.839
tangent 45 = 1.0
45 degrees is the largest angle I want you to use. If your angle is bigger than 45, back up. Adjust your distance from the building until the angle from the horizon to the top of the building is one of the angles in the list. 25 or 30, for example, rather than 28. If you know how to get tangents from a calculator, you do not need to use the above list.
To calculate the height of the building, you also need the distance to the building, as mentioned above. The most accurate method to get the distance is to use a tape measure. If not that, you could measure the length of your shoe (your shoe size is NOT the length of your shoe) and walk heel to toe from your angle-measuring position to the building, counting the little baby steps. Multiply the length of your shoe by the number of baby steps, to get the distance to the building.
Example:
The measured angle between the horizon and the top of the building is 35 degrees. The length of my shoe is 11 inches. After measuring the angle, I walked 90 baby steps to the building. 90 x 11 inches = 990 inches. 990 inches / 12 inches per foot = 82.5 feet. h = tangent (35) x d
h = 0.700 x 82.5 feet
h = 57.8 feet
57.8 feet is actually how high the top of the building is above your eyeballs. How high is the top of the building above the ground? You figure it out. You just need to apply a simple, small correction to the measured height above eyeballs.
Do these two more times, for a tree, and for a telephone pole. For each calculation you must identify the object concerned, e.g., building, pole or tree.
Show all arithmetic operations, or NO CREDIT. Plus, I can’t give you feedback if I can’t see what you did.
You are not eligible for credit on this project until I am satisfied with your submission for project 2: “Using Your Sextant.” If you cannot point correctly in project 2, then you are wasting my time and yours trying to do this project.

During the neonatal period, genes may become physically damaged or may spontaneously mutate. If damaged genes are passed on to the child, the result can be a genetic disorder. Alternatively, certain environmental facets, such as exposure to X-ray or even highly polluted air, may produce a malformation of genetic material. Due to advances in genetic screening, genetic difficulties increasingly can be forecast, anticipated and planned for before a child’s birth, enabling parents to take steps before the child is born to reduce the severity of certain conditions.
Discuss a neurological disorder, how it affects development, how it impacts parents/children, and implications for counseling. The National Institute of Neurological Disorders and Stroke website to identify your disorders. In addition, read Spirituality and the Aging Brain (Newberg, 2011) and then discuss research suggesting the effects of spiritual disciplines (prayer, meditation) on neurobiology.
For initial posts, students must support their assertions with at least 2 scholarly citations in
current APA format. Additionally, students are required to integrate at least 1 biblical principle
in their initial post and must add the Bible, using APA format, to their list of references. Thus,
for an initial post, there must be at least 3 sources listed (i.e., a minimum of 2 scholarly
references and the Bible). Scholarly sources must have been published within the last five years.
Acceptable sources include peer reviewed journal articles. Students may use their preferred
version of the Bible.

Topic:
Human-caused global climate change is the biggest environmental challenge we are faced with today. Your aunt is a climate skeptic and you have decided to use your understanding of science to explain to her why the earth’s climate is changing, describe the major biological effects of climate change, and discuss how technology can be a solution to this problem.
Briefly describe the greenhouse effect and how carbon dioxide is a natural part of the carbon cycle.
How is the use of fossil fuels disrupting the carbon cycle and enhancing the greenhouse effect? You may want to look ahead to the Week 7 readings for this information.
What are the major ecological effects associated with climate change? Describe at least two specific examples.
What are the human health concerns associated with climate change? Describe at least two specific examples.
And finally, what can we do to reduce our impact on the climate through technological innovation? Include a descriiption of at least two technological solutions.
recognize and explain how the scientific method is used to solve problems
make observations and discriminate between scientific and pseudoscientific explanations
weigh evidence and make decisions based on strengths and limitations of scientific knowledge and the scientific method
use knowledge of biological principles, the scientific method, and appropriate technologies to ask relevant questions, develop hypotheses, design and conduct experiments, interpret results, and draw conclusions
Write a paper about your chosen topic – selected in Step 1.
Your paper should consist of a title page, introduction, several paragraphs addressing the questions for your chosen topic, conclusion, and references.
The outline you wrote in Step 1 should be your starting point, but you can make edits to the topics and details you include, and the organization of the content. Take advantage of any feedback received.
Your paper should be 750-1500 words, excluding references and the title page.
Use a minimum of three (3) reliable information sources. These can be different from the resources that you found in step 1 of this assignment.
The majority of your paper should be written in your own words, in your own writing style and structure, and fully paraphrasing information from the selected information sources (just changing a few words in a sentence is not enough). Your paper should consist of less than 10% direct quotes. Quotation marks must be used at the start and end of a direct quote, followed by an in-text citation. When paraphrasing, you should also use text citations to acknowledge the source.
A list of references in APA format should be included at the end.

Comparative Metadata System Essay:
For this final project you will select two (2) information systems used in cultural heritage institutions (e.g. library catalogs, archival finding aids, museum registers – any system used in libraries, archives, museums, or digital repositories is acceptable) analyze it, and produce an essay on your findings. The systems should use different metadata schema. This means that you should not select two library catalogs for example. Describe, compare, and analyze the metadata standards, elements and contents, and evaluate the system from a user perspective. You should integrate at least 6 different sources to situate your analysis (you may use readings from class). If you cite 1 source 6 times this is still 1 source.
The following subheadings must be used in your essay: Metadata Standards, Metadata Elements, Metadata Contents, Comparison, and User Perspective. The essay should be no more than four pages of single-spaced texts (this does not include your bibliography. Include one screenshot of each systems’ interface. Use APA Citation format)
Essay Structure
• Introduction: Provide a brief descriiption of the industries/institutions. For example, if you are analyzing a public library catalog, you should provide some detail about the community/population the library serves: population, is it urban/ rural, single/ multi branch library system etc. Conversely, if you are analyzing Smokey Dupree’s digital collection you should share some background data about this individual and the collection where it is housed.
• Metadata Standards: What scheme are in use? What types of resources does the schema typically organize? You may need to investigate standards relating to your particular community.
• Metadata Elements: What are the elements included in your selected system.
• Metadata Contents: What is the element describing? What kind of searchable data is there? (e.g. Ask yourself, what does the element describe? In this case our element “Title” is a descriiption of a resource. The metadata contents for title is: A name given to a resource.)
• Comparison: What is similar about the schema? What is different about them?
• User Perspective: Try searching the systems and give your opinion on how well the systems retrieved searches or not. Is it oriented to the everyday user or does it require specialized knowledge to effectively manipulate? Do you see any barriers users may encounter using the two systems?
Compare Metadata similarities/differences between:
National Library of Medicine: Home – NLM Catalog – NCBI (nih.gov)
National Archives Catalog: The National Archives Catalog

Using the video with my explanation about Romanesque vs. Gothic Architecture, and with the Power Points that I sent you:
1. Write a descriiption of the most important elements in a Romanesque buildings and another descriiption of a Gothic building: Orientation, plan, arches, vaults, windows,… Describe the section of a Gothic building
2. Reflection about the religion in that time: 11 & 12 century vs. 13th to 15th century. The way to approach to God.
3.According with the innovations in the Gothic, compare the interior of a Romanesque building vs. a Gothic one.
You have to write 3 pages in total, typed, 14 pt., 1.5 spaces.
Recording Lecture link:
https://american.instructure.com/media_objects/m-69SmakdrcpP7am9qfWZLSxYudP34hpRV/redirect?bitrate=474351

PLEASE READ AND FOLLOW INSTRUCTIONS GIVEN FOR EACH PARAGRAPH:
The paper is referencing Prior Learning Assessment: Portfolio Development
1- This paper will be at least 800 words and absolutely no more than 1100 words, doubled spaced, Times New Roman 12 Font, at least one reference per KSA.
2- Please make sure that the word skill Record Keeping is used abundantly throughout the essay it needs to be the focus of the paper- one skill.
3- Using the Kolb Cycle to describe the learning process of your KSAs from your Learning Chart. (DO NOT MENTION the KOLB CYCLE instead apply the KOLB CYCLE as instructed in the part of paragraphs Frist through Sixth. paragraphs described below) Concrete Experience – Reflective Observation – Abstract Conceptualization – Active Experimentation.
4- SLIDES ARE PROVIDED TO YOU (WRITER) to follow the questions that should be addressesd in each theory in the essay.
5- Review Learning Chart & Kolb learning cycle.
6- HW: 1) Review sample KSAs on Blackboard.

Reflection and Analysis Papers—Guidelines
You will complete a 2-page reflection and analysis paper per module! The due date is the last Sunday of the module at 11:59pm.
The reflection and analysis paper is designed to give you a chance to engage further with and think through the material we’re covering on your own terms. Please keep in mind there is no right or wrong, so you can feel free to use this an exploration. Writing can be a way of processing, just like dancing! So, when I’m writing I tend to consider that I’m first improvising—getting words on a page and not worrying too much about it; then I’m choreographing—arranging my verbal ideas; and finally, I review to make sure that what I’ve come up with reflects what I was hoping to “say.”
After a comprehensive engagement with the questions and materials in this module (including: the readings, the videos, lectures, and discussions) consider the following (you can choose one bullet point or a few—these are just to give you some starting points):
What is your point of view/opinion about some aspect of what we covered in this module? What struck you, stood out, made you wonder (and if you’re wondering, what about)?
How does your historical perspective shape your POV/opinions and have you noticed any shift so far that have emerged from what we’re covering in the class?
What are your critical thoughts about the material or some aspect of the material we covered in this module?
Respond to one (or several) of the questions provided in this module (see the introduction to each week/module for questions to spark your interest). Did the question provoke any further thoughts? Did the readings/videos/discussion change your initial impression or response? If so, how?
Reference at least one reading and one video in each journal entry. Use proper citations.
Are there any comparisons you’d like to make with previous materials we covered, discussions we had, other dance you’ve seen or read about outside of class? You can also compare to a different area of study. Again, these are opinions/ideas journals—there is no right or wrong!
Further details:
Each submission should be at least 2 pages of the actual journal entry (excluding any headers, like your name, etc.).
Use double spacing and 12-point font.
Since this is a writing practice, use complete sentences and structure the paper as you would an essay.
Check spelling and grammar!

go to www.wordpress.com and create your own blog site.
If you already have a website OR Blog YOU DO NOT NEED TO CREATE ONE. Use it for this assignment. Also, if you DO NOT have a blog site but prefer to USE another blogging option, – like Wix -, instead of WordPress that’s fine, too.
You need an active email account. Choose the free options.
Your assignment is as follows:
Create a blog site using wordpress.com or any other platform you prefer. Select the FREE option and make sure is set on PUBLIC view, not private.
Be creative and select any of the free themes as your blog’s template. Customize it to your choosing. (You may wish to include contact information such as Twitter, Facebook or Instagram.)
Then upload your first post (this is separate from your web logs):
Write about yourself (like an introduction on who you are), an issue or a topic you are interested in. ( For example, if you are interested in a current or an upcoming movie – you may blog about that)
Make sure your blog includes the following:
*Proper spelling, punctuation and grammar. Write in AP Style. Write in SMALL paragraphs (a lead and paragraphs of ONE medium or two short sentences. Double space in between the paragraphs)
* Links to any websites (hyperlinks) that you get your information from.
* Make sure the writing is conversational and includes your personality.
* Follow FCC Guidelines. (Do NOT use curse words or slang.)

The focus of this assignment is to analyze a information systems project from your organization, or you may consider a project that is building an ecommerce web site for your organization, or a project which is implementing SCM software, or something else of your choice) and determine how it should be sourced. To do this analyze the project and determine need for control, need for knowledge, and if new technology. Then determine if the project should be done in house, outsourced, or through a purchased product that is tailored to the organization’s needs. Be sure to discuss global aspects of the sourcing: include where you will source to and if you are insourcing explain why you don’t want to globally source.
To do the write up use the 4 question format:
1. What did you do – in this section tell me how you did your analysis: what methods you chose, how you got data, how you analyzed the data. This section is all about how you are doing things, do not put results or outcomes here, just how you did it
2. What are the results – in this section tell me the outcome of your analysis and what sourcing you selected. Document your reasoning here. Include graphs or charts.
3. What did you learn – discuss your takeaways from the assignment, tell me what you learned about the analyses and how you can use them in the future, also discuss how they could be of value to the organization in the future
4. How does it relate – list and briefly discuss all the readings and slides that you used in doing this assignment
I don’t expect more than 10 pages (fewer is fine), write enough to tell the story but don’t add extra.

This week we’ve explored how professional and technical writers can use design, layout, and typography strategies to make documents easy to read and useful for their audience.
For this week’s Concept Worksheet, you’ll apply these strategies to an existing text with the end goal of making it more readable, clear, and useful for a non-specialist audience.
This worksheet is similar to the Audience Adaptation Assignment you completed in Week 3, but the focus in that assignment was on adapting the language for non-specialists. The focus here is entirely on strategies for layout, design, formatting, and typography.
Using the understanding you’ve gained from Chapters 4.3-4.5 of our textbook, apply three or more of the following strategies to the text below:
Headings
Lists
Figures
Notices
Tables
Highlighting
Margins, indentation, and alignment
Fonts and color
Last, write an explanation of at least 200 words explaining what changes you made to the text and how you think those changes might benefit a non-specialist audience. Your document should be 12pt, Times New Roman font, 1-inch margins, and double spaced.
Text: What Causes Sleep? There are two internal biological mechanisms that work together to regulate wakefulness and sleep referred to as circadian rhythms and sleep-wake homeostasis. Circadian rhythms direct a wide variety of body functions including wakefulness, core temperature, metabolism, and the release of hormones. They control the timing of sleep, causing a person to feel sleepy at night and creating a tendency to wake in the morning without an alarm. Circadian rhythms are based roughly on a 24-hour clock and use environmental cues, such as light and temperature to determine the time of day.
Sleep-wake homeostasis keeps track of a person’s need for sleep. A pressure to sleep builds with every hour that a person is awake, reaching a peak in the evening when most people fall asleep. The homeostatic sleep drive also regulates sleep intensity, causing a person to sleep longer and more deeply after a period of sleep deprivation. Adenosine is linked to this drive for sleep. While awake, the level of adenosine in the brain continues to rise, with increased levels signaling a shift toward sleep. While sleeping, the body breaks down adenosine. When it gets dark, the body also releases a hormone called melatonin. Melatonin signals the body that it’s time to prepare for sleep and creates a feeling of drowsiness. The amount of melatonin in the bloodstream peaks as the evening wears on. A third hormone, cortisol, is released in the early morning hours and naturally prepares the body to wake up.
Factors that influence a person’s sleep and wakefulness include medical conditions, medications, stress, sleep environment, and foods and fluids consumed, but the greatest influence is exposure to light. Specialized cells in the retina process light and provide messages to the brain to align the body clock with periods of day or night. Exposure to bright artificial light in the late evening can disrupt this process, making it hard to fall asleep. Examples of bright artificial light include the light from a TV screen, computer, or smartphone. Exposure to light can also make it difficult to return to sleep after being awakened.
Night shift workers often have trouble falling asleep when they go to bed and may have trouble staying awake at work because their natural circadian rhythm and sleep-wake cycle are disrupted. Jet lag also disrupts circadian rhythms. When flying to a different time zone, a mismatch is created between a person’s internal clock and the actual time of day.
The rhythm and timing of the body clock change with age. For example, teenagers fall asleep later at night than younger children and adults because melatonin is released and peaks later in the 24-hour cycle for teens. As a result, it’s natural for many teens to prefer later bedtimes at night and sleep later in the morning than adults.
Individuals also need more sleep early in life, when they’re growing and developing. For example, newborns may sleep more than 16 hours a day, and preschool-aged children need to take naps. Young children tend to sleep more in the early evening, whereas older adults tend to go to bed earlier and wake up earlier.
Sleep Phases and Stages. When sleeping, individuals cycle through two phases of sleep: rapid eye movement (REM) and non-REM sleep. A full sleep cycle takes 80 to 100 minutes to complete, and most people typically cycle through four to six cycles per night. It is common to wake up briefly between cycles.
Restoration takes place mostly during slow wave, non-REM sleep, during which the body’s temperature, heart rate, and brain oxygen consumption decrease. Brain activity decreases, so this stage is also referred to as slow-wave sleep and is observed during sleep studies. Non-REM sleep has these three stages:
Stage 1: The transition between wakefulness and sleep. Stage 2: The initiation of the sleep phase. Stage 3: The deep sleep or slow-wave sleep stage is based on a pattern that appears during measurements of brain activity. Individuals spend the most amount of sleep time in this stage during the early part of the night. (Note that the previously considered 4th stage of non-REM sleep is now included within Stage 3).
During REM sleep, a person’s heart rate and respiratory rate increase. Eyes twitch as they rapidly move back and forth, and the brain is active. Brain activity measured during REM sleep is similar to activity during waking hours. Dreaming occurs during REM sleep, and muscles normally become limp to prevent acting out one’s dreams. People typically experience more REM sleep as the night progresses. However, hot and cold environments can affect a person’s REM sleep because the body does not regulate temperature well during REM sleep.
The patterns and types of sleep change as people mature. For example, newborns spend more time in REM sleep. The amount of slow-wave sleep peaks in early childhood and then drops sharply in the teenage years. Slow-wave sleep continues to decrease through adulthood, and older people may not have any slow-wave sleep at all.
Why Is sleep important? Sleep plays a vital role in good health and well-being. Getting enough quality sleep at the right times protects mental health and physical health. Lack of sleep affects daytime performance, quality of life, and safety. The way a person feels while awake depends on what happens while they are sleeping. During sleep, the body is working to support healthy brain function and maintain physical health. In children and teens, sleep also helps support growth and development.
Healthy Brain Function and Emotional Well-Being. Sleep helps the brain work properly. While sleeping, the brain is forming new pathways to help a person learn and remember information. Studies show that a good night’s sleep improves learning and problem-solving skills. Sleep also helps a person pay attention, make decisions, and be creative. Conversely, sleep deficiency alters activity in some parts of the brain, causing difficulty in making decisions, solving problems, controlling emotions and behavior, and coping with change. Sleep deficiency has also been linked to depression, suicide, and risk-taking behavior.
Physical Health. Sleep also plays an important role in physical health. For example, sleep is involved in healing and repairing the heart and blood vessels. Ongoing sleep deficiency is linked to an increased risk of heart disease, kidney disease, high blood pressure, diabetes, and stroke. Sleep helps maintain a healthy balance of the hormones that cause hunger (ghrelin) or a feeling of fullness (leptin). When a person doesn’t get enough sleep, the level of ghrelin increases and the level of leptin decreases, causing a person to feel hungry when sleep deprived. The way the body responds to insulin is also affected, causing increased blood sugar.
Sleep supports healthy growth and development. Deep sleep triggers the body to release hormones that promote normal growth in children and teens. These hormones also boost muscle mass and help repair cells and tissues.
-Text adapted from Nursing Fundamentals under a Creative Commons Attribution 4.0 International License,Links to an external site. which allows remixing, transforming, and building upon the original.
Reference
Open Resources for Nursing (Open RN). (n.d.). Sleep and Rest, Basic Concepts. In K. Ernstmeyer & E. Christman (Eds.), Nursing Fundamentals. Chippewa Valley Technical College. https://wtcs.pressbooks.pub/nursingfundamentals/Links to an external site.