Questions To Answer

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READ CAREFULLY !!! YOU MUST watch the videos in order to answer the 4 questions.

You need to listen to video lectures on Line, Shape and Space.  You’ve also need to view the approx. 12 minute video segments on Vija Celmins, Doris Salcedo, and Julie Mehretu.  I will post a LINKS for all the lectures and videos at the bottom. Again you must see them in order to answer the following questions.

Answer the following questions (MINIMUM OF 550 WORDS)

1)  Which artist’s work did you find most interesting?  Why?

2)  How did her work relate to the ideas of Shape or Space in Chapter 4?  Both in technical terms, but also conceptually.

Be specific here by using vocabulary from the textbook.  I’m looking for you to be able to apply the language and concepts from the book to the specific works shown in the videos.  Can you expand on the just the actual presence of shape and space and apply these formal elements to their main concept?  Make sure you cite specific works from the video.

3)  How did her work relate to the ideas of Line in Chapter 3?  Both in technical terms, but also conceptually.

Again, be specific by using the terminology from the textbook.  Also, see if you can push the formal element of line to apply to the main concept of the artist.

4)  Compare your answers to questions 1 – 3 with one of the other two artists.  Did this other artist use Shape, Space, or Line differently?  How?

Make sure you cite specific works from the video.

YOU MUST CITE SPECIFIC WORKS FROM THE VIDEO ONLY or the book !

LINKS:

1. Line,shape,space

https://us-lti.bbcollab.com/collab/ui/session/playback

https://us-lti.bbcollab.com/collab/ui/session/playback

2. Vija

https://art21.org/artist/vija-celmins/

3.Doris

https://art21.org/watch/art-in-the-twenty-first-century/s5/doris-salcedo-in-compassion-segment/

4. Julie

https://art21.org/watch/art-in-the-twenty-first-century/s5/julie-mehretu-in-systems-segment/

5.

I attached the TEXTBOOK from where you can see chapter 3 and 4 so you can answer the questions.

 
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Social & Cultural Basis For Community And Primary Health Programs

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Please use this proposal form only; submissions not using this format will not be accepted.

1

Blog Proposal Form

Lab 5: Stakeholder Advocacy for a Current Health Policy Issue NAME/S OF BLOGGER/S:

ABC DEF

Identify no more than 6 major stakeholders. Write the name specific organizations, agencies, associations as stakeholders, not vague or general human groupings (e.g. not “malaria patients” but an actual Association that promoted child health). Remember that legislators, council members and such are the actual policy makers, not the stakeholders per se. Stakeholders must have an actual or potential interest in the policy/issue and an identifiable position on the issue. This can often be discerned from their websites and from news articles. The actual position may currently be in favor, against or even uncommitted.

Fill out the three charts below to complete your blog proposal. Note that your topic may focus on adopting a new policy, repealing an existing policy or pressing for adequate funding and/or implementation of an existing policy.

1. BRIEF DESCRIPTION

Topic: A public health professional’s viewpoint: Creating a national breast cancer screening policy in Jamaica a. Specific Country, State, Local Government concerned: Jamaica b. Nature of the policy issue Breast cancer is the leading cause of cancer death among Jamaican women. Although Jamaica’s age­standardized incidence rate of breast cancer was expected to rise with the introduction of mammography, as it did in other countries, it has remained relatively stable. This discordance may be explained by Jamaica’s under­utilization of mammography services and the lack of a national breast cancer screening policy. In the absence of a national breast cancer screening policy, many cancers will go undetected at early stages when cancer is most treatable. Currently, mammography services are not freely available in the public sector, effectively excluding those who cannot afford mammogram services at a private clinic or pay for the lower cost mammography through the Jamaican Cancer Society (JCS). Furthermore, those women who can afford mammography are less likely to seek screening services without the referral of a physician. In the absence of screening policy, physicians may not provide mammography referrals at screening appropriate ages or when clinically indicated. A national breast cancer policy would standardize age at screening and allocate funding for public sector mammography services. Though many stakeholders support the development of a national breast cancer screening policy, governmental action has been stagnant due to funding limitations.

Please use this proposal form only; submissions not using this format will not be accepted.

2

c. Your/your group’s position on the issue As future public health practitioners, we firmly support the development of a national cancer screening program in Jamaica. We believe that a national screening policy would improve access to mammography services, provide physicians with screening guidelines, and increase awareness of breast cancer among patients. The cost of implementing such a policy should be viewed in the broader context of cost savings from the early detection of breast cancer and thus decreased utilization of expensive late stage cancer care.

2. STAKEHOLDER ANALYSIS Stakeholders Characteristics

Involvement, interest and importance of group concerning the policy issue

Position on Issue: for, against, uncommitted)

1. Jamaica Cancer Society (JCS)

High interest­­Firmly supports early detection of all cancers. High involvement­­Firmly advocates for a national screening policy. JCS provides low­cost mobile mammography services and is seeking to expand mammography accessibility in 2015. High importance­­ Nationally recognized non­profit, non­governmental organization with very high visibility

For the policy

2. Ministry of Health (MoH)

Moderate interest­­Allocates funding to the Regional Health Authorities so they can deliver care according to its National Health Policy and Strategic plan. Low to moderate involvement­­ Though there is a brief mention of cancer control in its National Health Policy, there are no breast cancer specific guidelines. MoH is largely focused constructing policy in accordance with the Millennium Development Goals with an emphasis on decreasing communicable diseases rather than non­communicable diseases. High importance­­the preeminent government organization that is responsible for setting health care priorities, health care delivery and public health.

Uncommitted to the policy

3. Ministry of Finance and Planning (MoFP)

Low/Moderate interest­­Provides funding for training oncology nurses via funds provided to the Culture, Health, Arts, Sports, and Education Fund (CHASE). Low to moderate involvement­­MoFP provides funding to MoH, JCS, and CHASE whom all support breast cancer programs and policies. A grant is also provided to the St. Joseph Hospital which houses the Consie Walters Cancer Hospice. MoFP does not provide funding for direct breast cancer initiatives, but merely supports the health systems and programs for Jamaica. High importance­­MoF has an overall responsibility for developing the Government’s

Uncommitted to the policy

Please use this proposal form only; submissions not using this format will not be accepted.

3

Stakeholders Characteristics Involvement, interest and importance of group

concerning the policy issue Position on Issue: for, against, uncommitted)

fiscal and economic policy framework. 4. Pan American Health Organization (PAHO)

High interest­­Coordinates collaborative efforts with partner organizations to develop and sustain comprehensive cancer control programs (which include breast cancer). High involvement­­Advocates and communicates to raise the priority of breast cancer on the public health agenda. High importance­­World’s oldest international public health agency.

For the policy

5. World Health Organization (WHO)

High interest­­Supports notion that early detection is the foundation for breast cancer control. High involvement­­WHO promotes general public awareness to the issue of breast cancer and the mechanisms to control. WHO also strongly advocates for policies and programs for population­based breast cancer control. High importance­­WHO is the directing and coordinating authority on international health with the UN systems.

For the policy

6.The Breast Health Global Initiative (BHGI)

High interest­­Strives to improve breast health outcomes and access to breast cancer screening, detection and treatment for women in Low and Middle­income Countries (LMCs). High involvement­­BHGI creates guidelines to define best practices with limited resources for early detection, diagnosis and treatment, and health care systems and public policy. High importance­­International alliance of the world’s leading health organizations, agencies, associations, and experts

For the policy

3. WEB LINKS AND RESOURCES Name URL Brief Description ‘Jamaica lacks breast­cancer screening policy’

http://jamaica­gleaner.com/gleaner/2 010 1025/lead/lead6.html

The JCS reports that Jamaica’s absence of a national policy on breast­cancer screening is hampering the island’s fight against the disease.

PAHO Cancer Program

http://www.paho.org/hq/index.php?o ptio n=com_content&view=category&layo ut= blog&id=1866&Itemid=3904

The Cancer Program managed by PAHO advocates for the cancer prevention, screening and early detection, diagnosis and treatment, and palliative care.

The Breast Health Global Initiative (BHGI)

http://portal.bhgi.org/Pages/AboutBH GI. aspx

BHGI is a global initiative that provides guidelines for economically feasible development of breast

Please use this proposal form only; submissions not using this format will not be accepted.

4

Name URL Brief Description cancer control and preventive programs.

WHO http://www.who.int/cancer/detection /brea stcancer/en/

WHO promotes breast cancer control within the context of national cancer control programs and integrated to noncommunicable disease prevention and control through implementation of combined cost­effective and affordable interventions to tackle this highly preventable disease.

Jamaica’s National Health Policy 2006­2015 and Strategic Plan for 2006­2010

http://www.caribbeanelections.com/e Doc s/strategy/jm_strategy/jm_National_H eal th_Policies_2006_2015.pdf

The MoH has a five year strategic planning cycle. The most recent plan too effect in April 2006. Its priorities were set in accordance to the Millennium Development Goals which emphasizes control of communicable diseases with minimal mention of control of noncommunicable diseases like cancer.

Ministry of Finance and Planning Estimated Expenditure report for 2015­2016

http://www.mof.gov.jm/documents/d ocu ments­publications/document­centre/ file/ 928­estimates­of­expenditure­2015­20 1 6.html

MoFP has the primary responsibility of developing and managing the governments fiscal and economical policy framework, but also plays a role in socio­economic development of the country and cost­effective delivery of public services.

 
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Response-07

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Response one

Toy Factory Cohort Study

If I were the state epidemiologist and I suspected that smoke from the local toy factory was connected to adverse health outcomes among the town’s residents I would conduct a retrospective cohort study to further investigate this concern. Retrospective cohort studies are used when participants already have a known disease or outcome and the residents of the town are suspected of having adverse outcomes or disease. This type of study can look back into the past to determine why participants have the disease and when they have been exposed. The concern of the towns residents is that smoke from the toy factory is causing adverse health outcomes among the town’s residents. In order to conduct this type of study I would use historical data to identify members of the population who have been exposed (or not exposed) to smoke from the local toy factory. These members would be assembled for me to study. Data on relevant events for each resident such as the exposure, the latent period, and the time of any subsequent occurrence of the outcome are collected from existing records and can be analyzed immediately to determine the relative risk of the cohort compared to the control group. This type of cohort study has many advantages as it requires less time to complete, are less expensive and are better for analyzing multiple data. Retrospective studies do have certain limitations as researchers must rely on others for accurate record keeping as they cannot control exposure or outcome assessment. Another cause for concern is significant biases may affect the selection of controls because some key statistics cannot be measured (Friis & Sellers, 2014).

One of the first recognized retrospective cohort studies was Lane-Claypon’s 1926 study of breast cancer risk factors, titled “A further Report on Cancer of the Breast, With Special Reference to its Associated Antecedent Conditions.” This study contained the first published epidemiologic questionnaire. Data abstracted from the published contingency tables included age at menarche, age at menopause, parity, age at marriage, and duration of lactation for each childbirth. This study provided the first epidemiological evidence that low fertility increases breast cancer risk. Lane-Clayton’s study is an excellent example of how one investigator’s work can help develop a field of scientific inquiry (Press & Pharoah, 2010).

References

Friis, R. H., & Sellers, T. A. (2014). Epidemiology for Public Health Practice (5th ed.). Burlington, MA: Jones & Bartlett Learning.

Press, D. J., & Pharoah, P. (2010). Risk Factors for Breast Cancer: A Reanalysis of Two Case-control Studies From 1926 and 1931. Epidemiology, 21(4), 566–572. Retrieved from http://www.jstor.org/stable/25680588

Response two.

As state epidemiologist with a town that has suspicion smoke from the local toy factory was connected to adverse health outcomes among the town’s residents’ I would set up an ambispective cohort study. This design would include retrospective features (historical data) to determine baseline exposure, and prospective features to determine disease developed in the future. A benefit of using historical data is that it is already available this can cut years off the amount of time it will take to conduct the research for the study. Follow-up studies can be conducted to complete gathering of current information of the entire cohort (residents of the town) being studied. In this case the residents of the town. Expense for this type of study is of consideration (Friis & Stellers, 2014). Ideally much of the research and analysis would be able to be done in house, keeping the expense down. A limitation of the study would be residents that have moved away and newer residents. Parameters would need to be identified for inclusion to the cohort based on length of residency. Our community has a lot of seasonal residents, this population should be identified to see if intermittent exposure has any effect on the health outcomes.

There would be immediate concerns from the town residents. These would need to be addressed at the same time. Air quality testing and emissions checks could be tested at the toy factory. Experts would need to be consulted to determine if there were any immediate concerns on a day to day basis. Public relations would need to work closely with the lead for the research. Residents would need to be reassured everything that could be done to maintain their health was being done and to determine if there were any concerns with long term exposure.

Ancona, Badaloni, Mataloni, Bolignano, Bucci, Cesaroni, Forastiere, (2015), conducted a similar study in Rome, Italy. In 2001, they decided to look into the possible health effects the incinerator that had been operating since the 1960’s may have had on the suburb of Rome. They conducted a population-based retrospective cohort study. A Lagrangian dispersion model was utilized to determine the exposure assessment. They examined mortality data and hospital records for admissions and followed the cohort until 2010. They were able to determine that exposure from the incinerator was associated with pancreatic cancer mortality in males and females (HR 1.40 95 percent CI 1.03 – 1.90 in med, HR 1.47 95 percent CI 1.12 – 1.93 in women) and breast mortality in women (HR 1.13 95 percent CI 1.00 – 1.27).

References

Ancona, C., Badaloni, C., Mataloni, F., Bolignano, A., Bucci, S., Cesaroni, G., … Forastiere, F.   (2015). Mortality and morbidity in a population exposed to multiple sources of air pollution: A retrospective cohort study using air dispersion models. Environmental     Research, 137, 467–474. https://doi-org.ezproxy.snhu.edu/10.1016/j.envres.2014.10.036

Friis, R. H., Sellers, T. A. (2014). Epidemiology for Public Health Practice. Burlington, MA:       Jones & Bartlett Learning.

 
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Projectile Motion

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PHYS 103

Report 2 Instructions

Projectile Motion

Download this document and record the results in the table below as prompted by the procedure. Save the completed document to your computer, include photos, and upload the final 1–2-page Word document.

Take a photo of the setup at the prompt in the assignment.

The Data Table is intended to be filled out from left to right with the columns before calculated distance being computed by the principles within the laboratory exercise. Using the data table, calculate for an initial angle (and incremented angles thereafter), the acceleration of the steel ball, the velocity, time until the ball hits the ground, and the horizontal distance the ball should travel. You will mark the calculated position on the floor and then measure the actual distance traveled.

Submit photo of completed table showing all your work.

2.The laboratory exercise for this chapter addresses kinematic motion. You have experienced these motions in everyday life.

Discuss the differences between speed and velocity own your word.

Does the kinematic motion of an object depend on the object’s mass or other properties of the object? Why or Why Not?

Discuss 1 or 2 examples of kinematic motion that you may have encountered.

Submit Report 2 by 11:59 p.m. (ET) on Monday of Module/Week 3.

 
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Com 200 Week 4 Assignment

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Week 4 – Assignment

Interpersonal Conflict in Television

Before you complete this paper, you must do the following:

Choose one television show or film from the list provided below:

Films – Can be found on streaming services such as YouTube or Netflix or rented:

  • Frozen
  • War of the Roses
  • Erin Brokovich

Watch one episode of one of the above television programs and identify and describe one interpersonal conflict that was not handled effectively. Remember, you should focus on one exchange, not the entire plot of the episode.  Based on what you have learned in Chapters 8 and 9 of Bevan and Sole (2014), write a two-page paper explaining why the conflict was not handled effectively and describe the strategies that could have been used to resolve this conflict. Be sure to focus on one particular interpersonal conflict and not the television show as a whole. The television programs can be found in syndication, weekly on air, and through the links provided above.

Before you submit this paper, you must do the assignment training for this paper and take the quiz.

The Interpersonal Conflict in Television paper

Before you submit your written assignment, you are encouraged to review The Grammarly Guide: How to Set Up & Use Grammarly (Links to an external site.)Links to an external site. tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.

Need more help?
In this class, you have three tutoring services available: Paper Review, Live Chat, and Tutor E-mail. Click on the Writing Center & Library tab in the left-navigation menu, in your online course, to learn more about these tutoring options and how to get help with your writing.

Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of zero for the assignment.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

https://ashford.mediaspace.kaltura.com/media/COM200+WEEK+04+PAPER+TRAINING/0_z54qh2p4

 
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Nursing Assignment: Maladaptive Responses To Immune Disorders

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Maladaptive Responses to Immune Disorders

Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance-abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause.

Consider immune disorders, such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?

To prepare:

  • Review Chapter 5 and Chapter 7 in the Huether and McCance text, as well as the Yi, et al, article in the Learning Resources. Reflect on the concept of maladaptive responses to disorders.
  • Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, and/or systemic lupus E (SLE).
  • Think about the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then, compare the resulting maladaptive and physiological responses of the two disorders.
  • Consider the types of drugs that would be prescribed to patients to treat symptoms associated with these disorders and why.
  • Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Consider how your selected factor might impact the disorder. Then, reflect on how your selected factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce any negative side effects.

Questions to be addressed in my paper:

  1. A brief description of the pathophysiology of the immune disorders you selected.
  2. Explain how the maladaptive and physiological responses of the two disorders differ.
  3. Then, describe the types of drugs that would be prescribed to patients to treat symptoms associated with these immune disorders and why.
  4. Explain how the factor you selected might impact the pathophysiology of each disorder as well as the effects of prescribed drugs.
  5. Explain any measures you might take to help reduce any negative side effects.
  6. Summary with Conclusion

REMINDERS:

1)      2-3 pages (addressing the 5 questions above excluding the title page and reference page).

2)      Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.

3)     Make headings for each question.

RESOURCES:

Readings

  • Huether, S. E., & McCance, K. L. (2012). Understanding pathophysiology (Laureate custom ed.). St. Louis, MO: Mosby.
    • Chapter 5, “Innate Immunity: Inflammation and Wound Healing”

      This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations of the wound-healing process.

    • Chapter 6, “Adaptive Immunity”

      This chapter examines the third line of defense, adaptive immunity. It also covers the roles of antigens and immunogens, the humoral immune response, cell-mediated immunity, and the production of B and T lymphocytes in the immune response.

    • Chapter 7, “Infection and Defects in Mechanisms of Defense”

      This chapter covers the epidemiology, clinical presentation, and treatment of disorders resulting from infection, deficiencies in immunity, and hypersensitivity. It also examines the pathophysiology of an important immune disorder: HIV/AIDS.

    • Chapter 8, “Stress and Disease”

      This chapter evaluates the impact of stress on various body systems and the immune system. It also examines coping mechanisms and disorders related to stress.

    • Chapter 39, “Structure, Function, and Disorders of the Integument”

      This chapter begins with an overview of the structure and function of skin. It then covers effects of aging on skin, as well as disorders of the skin, hair, and nails.

    • Chapter 40, “Alterations of Integument in Children”

      This chapter covers alterations of the integument that affect children. These include acne vulgaris, dermatitis, infections of the skin, insect bites and parasites, vascular disorders, and other skin disorders.

  • Poole Arcangelo, V., & Peterson, A. M. (Eds.). (2013). Pharmacotherapeutics for advanced practice: A practical approach (3rd ed.). Ambler, PA: Lippincott Williams & Wilkins.
    • Chapter 8, “Principles of Antimicrobial Therapy”

      This chapter covers factors that impact the selection of an antimicrobial treatment regimen. It also examines the clinical uses, adverse events, and drug interactions of various antimicrobial agents, such as penicillin

    • Chapter 12, “Fungal Infections of the Skin”

      This chapter explores the pathophysiology of several fungal infections of the skin, as well as related drug treatments. It also examines the importance of patient education when managing these infections.

    • Chapter 14, “Bacterial Infections of the Skin”

      This chapter begins by examining causes of bacterial infections. It then explores the importance of selecting an appropriate agent for treating bacterial infections.

    • Chapter 32, “Urinary Tract Infection”

      This chapter covers drugs used to treat urinary tract infections. It also identifies special considerations when treating geriatric patients, pediatric patients, and women.

    • Chapter 35, “Sexually Transmitted Infections”

      This chapter outlines the causes, pathophysiology, and drug treatment of six sexually transmitted infections, including gonorrhea, syphilis, and human papilloma virus infection (HPV). It also examines the importance of selecting the proper agent and monitoring patient response to treatment.

    • Chapter 48, “Human Immunodeficiency Virus”

      This chapter presents the causes, pathophysiology, diagnostic criteria, and prevention methods for HIV. It also covers various methods of drug treatment and patient factors to consider when selecting, administering, and managing drug treatments.

  • Yi, H., Shidlo, A., & Sandfort, T. (2011). Assessing maladaptive responses to the stress of being at risk of HIV infection among HIV-negative gay men in New York City. Journal of Sex Research, 48(1), 62–73.
    Retrieved from the Walden Library databases.

    This study assesses behaviors and attitudes toward HIV based on knowledge about infection and advances in medical treatment. It also examines the impact of maladaptive responses to the stress of HIV risk.

  • Scourfield, A., Waters, L., & Nelson, M. (2011). Drug combinations for HIV: What’s new? Expert Review of Anti-Infective Therapy, 9(11), 1001–1011. Retrieved from http://www.expert-reviews.com/doi/abs/10.1586/eri.11.125

    This article examines current therapies and strategies for treating HIV patients. It also examines factors that impact the selection of therapy, including drug interactions, personalization of therapy, costs, management of comorbidities, and patient response.

  • Drugs.com. (2012). Retrieved from www.drugs.com

    This website presents a comprehensive review of prescription and over-the-counter drugs, including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

Media

  • Laureate Education, Inc. (Executive Producer). (2012b). Antimicrobials. Baltimore, MD: Author.

    This media presentation outlines principles of antimicrobial therapy.

Optional Resources

 
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Basic Components Of Worldview

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Basic Components of Worldview

Name:

Course:

Date:

Instructor:

Be sure you answer both Part 1 and Part 2 of this assignment before submitting.

Part 1: Core Worldview Beliefs

Based on the basic components of worldview presented in Chapter 2 and the topic overview, write a response to each of the six questions that form the basic components of your own core worldview beliefs. Respond to the questions about your own beliefs in your own words, and not necessarily what you think the Christian worldview believes. Keep this documentintact and only add your answers in the box under each question.

1. What is your belief about the nature ofultimate reality? Why?

Your answer in twotothree sentences:

<Answer>

2. What is your belief about the nature of the universe? Why?

Your answer in twotothree sentences:

<Answer>

3. What is your belief about human nature and the afterlife? Why?

Your answer in twotothree sentences:

<Answer>

4. What are the three worldview (atheism, pantheism, theism) beliefs about the nature of knowledge? Which one best fits your belief? Why?

Your answer in twotothree sentences:

<Answer>

5. What is your basis for determining moral right from moral wrong? Why?

Your answer in twotothree sentences:

<Answer>

6. What is your belief about human purpose? Why?

Your answer in twotothree sentences:

<Answer>

Part 2: Evaluation

1. Your answers to the questions in Part 1 form the basis of your worldview. Now that you have articulated your worldview, evaluate it according to the practical test described in Chapter 2 of the textbook and the topic overview. Which of the three worldviews most closely matches your core beliefs as you answered in Part 1?Does your worldview pass the practical test for livability? Why or why not? Provide a clear explanation of the workability and practical value in the most important areas of life and experience.

Your answer in 200-300 words:

<Answer>

2. Reflect on your current understanding of the Christian faith. In other words, what is the essence of the Christian worldview? How does one become a Christian? Your response will need to articulate your understanding of Christian beliefs and does not require you to believe it.

Your answer in 200-300 words:

<Answer>

© 2020. Grand Canyon University. All Rights Reserved.

© 2020. Grand Canyon University. All Rights Reserved.

 
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Materials Science & Engineering

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Practice Problem

A specimen of some metal having a rectangular cross section 10.4 mm x 13.3 mm is pulled in tension with a force of 8040  N, which produces only elastic deformation. Given that the elastic modulus of this metal is 79 GPa, calculate the resulting strain.

Problem 6.03

A specimen of aluminum having a rectangular cross section9.9 mm × 12.6 mm (0.3898 in. × 0.4961 in.) is pulled in tension with 35500 N (7981 lbf) force, producing only elastic deformation. The elastic modulus for aluminum is 69 GPa(or 10 × 106 psi). Calculate the resulting strain.

Problem 6.08

A cylindrical rod of copper (E = 110 GPa, 16 × 106 psi) having a yield strength of 240 MPa (35,000 psi) is to be subjected to a load of 6660 N (1497 lbf). If the length of the rod is 380 mm (14.96 in.), what must be the diameter to allow an elongation of 0.54 mm (0.02126 in.)?

Problem 6.19

A cylindrical specimen of some metal alloy 7.1 mm in diameter is stressed in tension. A force of 9980 N produces an elastic reduction in specimen diameter of 0.0039 mm. Calculate the elastic modulus (in GPa) of this material if its Poisson’s ratio is 0.34.

Problem 6.37

A cylindrical metal specimen having an original diameter of 10.81 mm and gauge length of 51.2 mm is pulled in tension until fracture occurs. The diameter at the point of fracture is 7.79 mm, and the fractured gauge length is 66.6 mm. Calculate the ductility in terms of (a) percent reduction in area (percent RA), and (b) percent elongation (percent EL).

Problem 6.54

(a) A 9.9-mm-diameter Brinell hardness indenter produced an indentation 2.3 mm in diameter in a steel alloy when a load of 1000 kg was used. Compute the HB of this material. (b) What will be the diameter of an indentation to yield a hardness of 280 HB when a 500-kg load is used?

 
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Astronomy

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Light is the cosmic messenger and telescopes are the receivers.

Our great telescopes bring the space just in front of us and reveal incredible information about our universe!!!

Extra Credit Assignment!!!

This special assignment is a written (typed) assignment about a

telescope. Aim of this assignment is encourage you to use extra

resources other than the class materials to enhance your

knowledge in this subject.

Research about different types of telescopes and find out your favorite telescope.

Some links about different categories of telescopes are given here. You can search

a list of telescopes as of your interest.

https://en.wikipedia.org/wiki/Category:Lists_of_telescopes

https://www.space.com/14075-10-biggest-telescopes-earth-comparison.html

https://en.wikipedia.org/wiki/List_of_optical_telescopes

https://en.wikipedia.org/wiki/List_of_space_telescopes

Write about your favorite telescope (at least a page, but you are welcome to

extend it, if you like to write more). Assignment should contain the following.

Tittle: Name of the telescope

Your name

Content:

• Category Ex: optical, X-ray etc.…); space or ground based telescope?

• Aim/purpose/ focus of the telescope

• Design/structure/ instrumentation

• Location of the telescope

• Time/year of operation

• Achievements (discuss few achievements)

• Future plans /upgrades

• References

• Include picture/s (a picture of the telescope and any picture/s of its

important observations); properly cite when you use images.

Due Date: Tuesday, March 19

I hope you will enjoy this assignment, earn extra credit and gain more knowledge about telescopes!!!

 
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Main Assignment

Remember, this prompt needs to be no less than 350 words.  You must respond to one classmate, as well (150 words).  I am picky about word count, so please don’t write less than the required amount (you can always write more).

Also, include two quotes from the readings.  Please write in the topic “Questions for Week 2,” if you have any questions.

Please select either Prompt 1 or Prompt 2 Prompt 1: Religion and secular (or everyday ‘nonreligious’) activities are intertwined in preliterate societies. Name and describe an example or two. (To write this prompt, you can use what you’ve read from the Lee article, or even what you learned from the film “Cave of Forgotten Dreams’.  You can also use your life experience, but must remember to include material from what you’ve read in class). OR Prompt 2: What are some of the ways in which belief in souls, gods, and other spiritual beings vary among societies? Compare and contrast at least two different societies. (To write this prompt, you can use what you’ve learned from the Harris article or what you’ve read in Covington.  You can also use your life experience, but must remember to include material from what you’ve read for this class).

 
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