Java Project Assignment Help

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Java Project Assignment Help

IT 511 Final Project Guidelines and Rubric

Overview The final project for this course is the creation of a collection manager program. The project is divided into two milestones, which will be submitted at various

points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Five and Seven. The final

product will be submitted in Module Nine.

Substantial software projects are often developed and implemented by utilizing accepted software engineering principles like modularity, encapsulation, and reusability. Throughout this course, you have learned the concepts and processes involved in the development of object-oriented programs. Following established object-oriented principles when writing a program results in modular solutions composed of well-formed classes that can be extended and reused, culminating in an enduring program that solves a problem. In this final project, you will create a basic program that will help you manage a collection of items that needs to be organized and managed. Your program must meet the requirements of the provided scenario. The creation of this program demonstrates your competency in the use of fundamental data types and more complex data structures and the creation of methods that utilize typical algorithmic control structures, object instantiation, and class definition. In order to make your program enduring, you will be adding inline comments directed toward software engineers about design decisions to facilitate the program’s ongoing maintenance, along with generating application programming interface (API) documentation for your programmatic solution that will be directed toward other software developers. This assessment addresses the following course outcomes:

 Employ suitable data types in object-oriented programs for addressing specific program requirements

 Apply algorithms using appropriate control structures for solving computational problems

 Implement methods that accept parameters and return expected results for addressing given program requirements

 Construct classes with relevant object attributes and behaviors for developing modular, object-oriented solutions

 Utilize appropriate documentation techniques for articulating the purpose and behavior of object-oriented code to specific audiences

Scenario You will create a program that will help you manage a collection of recipes. You will implement three classes: one for the main recipe items, one for the ingredients that are part of the recipe, and one for the entire collection of recipes. The collection should use a list data structure to store the individual items. Your collection class should include methods like addItem(), printItem(), and deleteItem() that allow you to add, print, or delete items from your collection of items.

 

 

Your Ingredient class will model the items that will be stored in each recipe in your collection. You will give it some basic attributes (of numeric or string types) and some basic methods (accessors/mutators, printItemDetails(), etc.). Your Recipe class will start off similar to your Ingredient class, but you will increase its functionality by modifying it to accept the Ingredient objects, containing all the details stored in an Ingredient class object. You will also expand the Recipe class by adding recipe-specific methods to your Recipe class.

The basic, foundational elements are shown in the following Unified Modeling Language (UML) diagram for the required classes:

UML Overview

Ingredient

 

Recipe

 

RecipeBox

– String nameOfIngredient – recipeName: String – listOfRecipes: ArrayList

– float numberCups; – servings: int + getListOfRecipes(): ArrayList – int numberCaloriesPerCup – recipeIngredients: ArrayList + setListOfRecipes(ArrayList): void – double totalCalories – totalRecipeCalories: double + RecipeBox(): void

+ getNameOfIngredient(): String + getRecipeName(): String + RecipeBox(ArrayList): void + setNameOfIngredient(String) : void + setRecipeName(String): void + printAllRecipeDetails(String): void + getNumberCups(): float + getServings(): int + printAllRecipeNames(): void + setNumberCups(float): void + setServings(int): void + addNewRecipe(): void

+ getNumberCaloriesPerCup(): int + getRecipeIngredients(): ArrayList + setNumberCaloriesPerCup(int): void + setRecipeIngredients(ArrayList): void + getTotalCalories(): double + getTotalRecipeCalories(): double + setTotalCalories(double): void + setTotalRecipeCalories(double): void + addIngredient(String): Ingredient + printRecipe(): void

+ addNewRecipe(): Recipe

Finally, you will also write an application driver class that should allow the user to create a new recipe and add it to the collection. In addition, it should allow the user to see a list of items in the collection and then give the user an option to either see more information about a particular item (by retrieving it from the collection) or edit an item that is already in the collection. Finally, your program should allow the user to delete an item from the collection. Moreover, you will add documentation to the application that will contain inline comments explaining your design decisions as well as documentation comments that will be used to generate API documentation for your programmatic solution for other software developers. To prepare for the final project, you will complete a series of six stepping stone assignments and two final project milestones that will help you learn the coding skills required for the project. Separate documentation for these assignments is included in the course resources.

 

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Prompt You have been tasked with developing a complete, modular, object-oriented program that will allow for the management of a collection. The scenario provided to you outlines all of the program’s requirements. Refer to the provided scenario to make the determinations for all data types, algorithms and control structures, methods, and classes used in your program. Your final submission should be a self-contained, fully functional program that includes all necessary supporting classes. Furthermore, you must provide inline comments in your program design that software engineers would be able to utilize for the ongoing maintenance of your program. Your programmatic solution should also be communicated through application programming interface (API) documentation to other programmers. Specifically, the following critical elements must be addressed:

I. Data Types: Your final program should properly employ each of the following data types that meet the scenario’s requirements where necessary:

A. Utilize numerical data types that represent quantitative values for variables and attributes in your program.

B. Utilize strings that represent a sequence of characters needed as a value in your program.

C. Populate a list or array that allows the management of a set of values as a single unit in your program.

D. Utilize inline comments directed toward software engineers for the ongoing maintenance of your program that explain your choices of data

types you selected for your program.

II. Algorithms and Control Structure: Your final program should properly employ each of the following control structures as required or defined by the

scenario where necessary:

A. Utilize expressions or statements that carry out appropriate actions or that make appropriate changes to your program’s state as represented in

your program’s variables.

B. Employ the appropriate conditional control structures that enable choosing between options in your program.

C. Utilize iterative control structures that repeat actions as needed to achieve the program’s goal.

D. Utilize inline comments directed toward software engineers for the ongoing maintenance of your program that explain how your use of

algorithms and control structures appropriately addresses the scenario’s information management problem.

 

III. Methods: Your final program should properly employ each of the following aspects of method definition as determined by the scenario’s requirements

where necessary:

A. Use formal parameters that provide local variables in a function’s definition.

B. Use actual parameters that send data as arguments in function calls.

C. Create both value-returning and void functions to be parts of expressions or stand-alone statements in your program.

D. Create unit tests that ensure validity of the methods.

E. Invoke methods that access the services provided by an object.

F. Employ user-defined methods that provide custom services for an object.

 

 

G. Utilize inline comments directed toward software engineers for the ongoing maintenance of your program that explain the purpose of the

methods you implemented in your program.

IV. Classes: Construct classes for your program that include the following as required by the scenario where necessary:

A. Include attributes that allow for encapsulation and information hiding in your program.

B. Include appropriate methods that provide an object’s behaviors.

C. Create a driver class that instantiates objects for testing the constructed classes.

D. Utilize inline comments directed toward software engineers for the ongoing maintenance of your program that explain the decisions you made

in the construction of the classes in your program.

 

V. Produce reference documentation that communicates your application programming interface (API) to other programmers, using a documentation

generator (Javadoc, Doxygen, etc.).

 

Milestones Milestone One: Ingredient Class

In Module Five, you will create a complete class based on Stepping Stone Labs Two and Three and provide it the basic attributes with the appropriate data types. Additionally, you will add code to validate the data type of the user input. This class will be modified for the submission of your final project application; however, it should be functional code that accepts user input for each variable. This milestone will be graded with the Milestone One Rubric.

Milestone Two: Recipe Class

In Module Seven, you will focus your skills finalizing your final project code by submitting a class complete with accessor/mutator, constructor, and “custom”

programmer-defined methods. This milestone will be graded with the Milestone Two Rubric.

 

Final Submission: Collection Manager Program

In Module Nine, you will submit your final project. It should be a complete, polished artifact containing all of the critical elements of the final product. It should

reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Rubric.

 

Final Project Rubric Guidelines for Submission: Your complete program should be submitted as a zip file of the exported project and the reference documentation from your documentation generator.

 

 

 

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Data Types: Numerical

Utilizes numerical data types that represent quantitative values for variables and attributes in the program, meeting the scenario’s requirements (100%)

Utilizes numerical data types that represent quantitative values for variables and attributes in the program, but use of data types is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not utilize numerical data types that represent quantitative values for variables and attributes in the program (0%)

6.34

Data Types: Strings

Utilizes strings that represent a sequence of characters needed as a value in the program, meeting the scenario’s requirements (100%)

Utilizes strings that represent a sequence of characters needed as a value in the program, but use of strings is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not utilize strings that represent a sequence of characters needed as a value in the program (0%)

6.34

Data Types: List or Array

Populates a list or array that allows the management of a set of values as a single unit in the program, meeting the scenario’s requirements (100%)

Populates a list or array that allows the management of a set of values as a single unit in the program, but population is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not populate a list or array that allows the management of a set of values as a single unit in the program (0%)

6.34

Data Types: Inline Comments

Meets “Proficient” criteria and inline comments demonstrate an insightful awareness of adapting documentation techniques to specific audiences (100%)

Utilizes inline comments directed toward software engineers for the ongoing maintenance of the program that explain the choices of data types selected for the program (90%)

Utilizes inline comments that explain the choices of data types selected for the program, but inline comments are incomplete or illogical, contain inaccuracies, or lack applicability toward software engineers for the ongoing maintenance of the program (70%)

Does not utilize inline comments that explain the choices of data types selected for the program (0%)

3.8

 

 

Algorithms and

Control Structures:

Expressions or Statements

Utilizes expressions or statements that carry out appropriate actions or that make appropriate changes to the program’s state as represented in the program’s variables and meet the scenario’s requirements (100%)

Utilizes expressions or statements that carry out actions or that make changes to the program’s state as represented in the program’s variables, but use of expressions or statements incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not utilize expressions or statements that carry out actions or that make changes to the program’s state as represented in the program’s variables (0%)

6.34

Algorithms and Control

Structures: Conditional

Control Structures

Employs the appropriate conditional control structures, as the scenario defines, that enable choosing between options in the program (100%)

Employs the conditional control structures that enable choosing between options in the program, but use of conditional control structures is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s definition (70%)

Does not employ the conditional control structures that enable choosing between options in the program (0%)

6.34

Algorithms and Control

Structures: Iterative Control

Structures

Utilizes iterative control structures that repeat actions as needed to achieve the program’s goal as required by the scenario (100%)

Utilizes iterative control structures that repeat actions to achieve the program’s goal, but use of iterative control structures is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not utilize iterative control structures that repeat actions to achieve the program’s goal (0%)

6.34

Algorithms and Control

Structures: Inline Comments

Meets “Proficient” criteria and inline comments demonstrate an insightful awareness of adapting documentation techniques for specific audiences (100%)

Utilizes inline comments directed toward software engineers for the ongoing maintenance of the program that explain how the use of algorithms and control structures appropriately addresses the scenario’s information management problem (90%)

Utilizes inline comments that explain how the use of algorithms and control structures addresses the scenario’s information management problem, but inline comments are incomplete or illogical, contain inaccuracies, or lack applicability toward software engineers for the ongoing maintenance of the program (70%)

Does not utilize inline comments that explain how the use of algorithms and control structures addresses the scenario’s information management problem (0%)

3.8

 

 

Methods: Formal

Parameters Uses formal parameters that

provide local variables in a function’s definition as determined by the scenario’s requirements (100%)

Uses formal parameters that provide local variables in a function’s definition, but use of formal parameters is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not use formal parameters that provide local variables in a function’s definition (0%)

3.17

Methods: Actual Parameters

Uses actual parameters that send data as arguments in function calls as determined by the scenario’s requirements (100%)

Uses actual parameters that send data as arguments in function calls, but use of actual parameters is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not use actual parameters that send data as arguments in function calls (0%)

3.17

Methods: Value- Returning and Void Functions

Creates both value-returning and void functions to be parts of expressions or stand-alone statements in the program as determined by the scenario’s requirements (100%)

Creates both value-returning and void functions to be parts of expressions or stand-alone statements in the program, but functions are incomplete or illogical, contain inaccuracies, or lack accordance with the scenario’s requirements (70%)

Does not create both value- returning and void functions to be parts of expressions or stand- alone statements in the program (0%)

3.17

Methods: Unit Tests

Creates unit tests that ensure validity of the methods as required by the scenario (100%)

Creates unit tests that ensure validity of the methods, but unit tests are incomplete or illogical, contain inaccuracies, or lack accordance with the scenario’s requirements (70%)

Does not create unit tests that ensure validity of the methods (0%)

3.17

Methods: Access Services Provided

Invokes methods that access the services provided by an object as required by the scenario (100%)

Invokes methods that access the services provided by an object, but called methods are incomplete or illogical, contain inaccuracies, or lack accordance with the scenario’s requirements (70%)

Does not invoke methods that access the services provided by an object (0%)

3.17

 

 

Methods: User-

Defined Methods Employs user-defined methods

that provide custom services for an object as specified in the program requirements (100%)

Employs user-defined methods that provide custom services for an object, but use of user-defined methods is incomplete or illogical, contains inaccuracies, or lacks accordance with the specifications in the program requirements (70%)

Does not employ user-defined methods that provide custom services for an object (0%)

3.17

Methods: Inline Comments

Meets “Proficient” criteria and inline comments demonstrate an insightful awareness of adapting documentation techniques to specific audiences (100%)

Utilizes inline comments directed toward software engineers for the ongoing maintenance of the program that explain the purpose of the methods implemented in the program (90%)

Utilizes inline comments that explain the purpose of the methods implemented in the program, but inline comments are incomplete or illogical, contain inaccuracies, or lack applicability toward software engineers for the ongoing maintenance of the program (70%)

Does not utilize inline comments that explain the purpose of the methods implemented in the program (0%)

3.8

Classes: Attributes

Includes attributes, as required by the scenario, that allow for encapsulation and information hiding in the program (100%)

Includes attributes that allow for encapsulation and information hiding in the program, but inclusion is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not include attributes that allow for encapsulation and information hiding in the program (0%)

6.34

Classes: Behaviors

Includes appropriate methods that provide an object’s behaviors, as required by the scenario (100%)

Includes methods that provide an object’s behaviors, but inclusion of methods is incomplete or illogical, contains inaccuracies, or lacks accordance with the scenario’s requirements (70%)

Does not include methods that provide an object’s behaviors (0%)

6.34

Classes: Driver Class

Creates a driver class that instantiates objects for testing the constructed classes as specified in the scenario (100%)

Creates a driver class that instantiates objects for testing the constructed classes, but driver class is incomplete or illogical, contains inaccuracies, or lacks accordance with specifications in the scenario (70%)

Does not create a driver class that instantiates objects for testing the constructed classes (0%)

6.34

 

 

Classes: Inline

Comments Meets “Proficient” criteria and inline comments demonstrate an insightful awareness of adapting documentation techniques to specific audiences (100%)

Utilizes inline comments directed toward software engineers for the ongoing maintenance of the program that explain the decisions made in the construction of the classes in the program (90%)

Utilizes inline comments that explain the decisions made in the construction of the classes in the program, but inline comments are incomplete or illogical, contain inaccuracies, or lack applicability toward software engineers for the ongoing maintenance of the program (70%)

Does not utilize inline comments that explain the decisions made in the construction of the classes in the program (0%)

3.8

Reference Documentation

Produces reference documentation that communicates the API to other programmers, utilizing a documentation generator (100%)

Produces reference documentation that communicates the API to other programmers, but documentation is incomplete or contains inaccuracies (70%)

Does not produce reference documentation that communicates the API to other programmers (0%)

3.8

Readability Meets “Proficient” criteria with an organized structure that separates components with different responsibilities and/or groups related code into blocks (100%)

Code follows proper syntax and demonstrates deliberate attention to indentation, white space, and variable naming (90%)

Code follows proper syntax, but there are variations in indentation, white space, or variable naming (70%)

Code does not follow proper syntax (0%)

4.92

Total 100%

 
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Computer Applications Challenge Assessment Homework Help

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Computer Applications Challenge Assessment Homework Help

© PENN FOSTER, INC. 2016

Challenge Assessment

Computer Applications

 

 

© PENN FOSTER, INC. 2016 PAGE 1COMPUTER APPLICATIONS Challenge Assessment

REQUIRED INFORMATION FORM 2

INTRODUCTION 3

REVIEWING YOUR SKILLS 3

YOUR ASSIGNMENT 4

MICROSOFT WORD 4

MICROSOFT EXCEL 6

MICROSOFT POWERPOINT 10

SENDING FILES 10

INTRODUCTION

CONTENTS

 

 

© PENN FOSTER, INC. 2016 PAGE 2COMPUTER APPLICATIONS Challenge Assessment

COMPUTER APPLICATIONS

REQUIRED INFORMATION FORM

CHALLENGE EXAMINATION INFORMATION FORM

In addition to the challenge exam/project assignment, students wishing to challenge a course to earn credit are also required to complete this student information form. Performance on the exam/project is only one of the deciding factors in determining if credit will be granted. The information provided on this form and the samples of your work will be a major consideration in the school’s decision.

The overall goal of the challenge process is to determine your skill level in the challenge topic area and fulfill the objectives of the course you’re challenging. Qualified candidates must not only meet minimum skill levels in all areas of the topic, but also document their experience in the field using those skills. Also, keep in mind that there’s a credit limit of 25 percent of the total credits that can be obtained through challenge exams or any other type of experience-based credit.

Create a new Word document and complete the steps below. You’ll upload this form and any supporting files along with the files for the Challenge Assessment.

1. Title the document Challenge Examination Information Form

2. Type your student contact information:

OO Name

OO Student Number

OO Address

3. Briefly describe how you’ve obtained the skills related to the course you’re challenging. List all courses, seminars, workshops, or other classes you’ve taken related to this course topic. You will also upload a résumé of any professional experience you have that’s related to these skills. Your résumé is one of the documents you will create for the assessment.

4. Describe how you’ve used the skills related to this course topic in your current or previous job experience. Provide specific examples of how these skills are applied and include examples of work that you’ve done related to these skills. We will ask you to gather and upload samples of your own work as supporting documents.

 

 

© PENN FOSTER, INC. 2016 PAGE 3COMPUTER APPLICATIONS Challenge Assessment

5. Create a numbered list of contacts for three professional references who can verify your skills in this area. Be sure to ask their permission to list their names and contact information here and give them your consent to discuss your performance, should the school inquire about you.

6. Save the document naming it Challenge Examination Information Form.docx.

INTRODUCTION This optional assessment allows students,who are working professionals and are pro- ficient in the use of the Microsoft Office applications Word, Excel, and PowerPoint, as well as basic computer skills, to demonstrate their ability. If the result of the assessment indicates that you’re sufficiently skilled in the use of Microsoft Office and have the com- puter skills necessary to complete your classes, you won’t be required to complete the Computer Applications course. You shouldn’t attempt this assessment if you aren’t famil- iar with the necessary skills.

This is a proficient/not proficient assignment. If you don’t earn a “PE” for proficient on this assignment, you’ll have to take the Computer Applications course, as it’s a required general education elective course. If you display proficiency and earn a grade of “PE,” you’ll receive academic credit for Computer Applications and can move on in your studies.

Whether or not you choose to attempt the assessment is up to you. If you take the assessment but don’t prove proficiency, there’s no reflection on you and your overall grade won’t be affected. If you start the lessons, the assessment is no longer an option to you.

If you earn a “PE” for proficient on the assignment and earn academic credit, it’s non transferable, and only excuses you from the lessons at Penn Foster.

REVIEWING YOUR SKILLS Before you take the assessment, you should review your computer skills. Since you’re enrolled in a distance education program, you’re probably already comfortable with using computers and the Internet. Many of your class materials are delivered in an electronic format and the portal you use to interact with the school is electronic, as well. In addition to these basic skills, you’ll need to be familiar with the following:

OO Keyboarding (You don’t need to touch type, but you do need to be familiar with your keyboard.)

OO Highlighting and selecting text in a file and cutting, copying, and pasting portions of a file

OO Creating, searching for, and locating files and folders on your computer

OO Accessing, searching, and downloading files from the Internet

 

 

© PENN FOSTER, INC. 2016 PAGE 4COMPUTER APPLICATIONS Challenge Assessment

OO Creating, reading, and sending email, including attaching files and opening files

OO Compressing and extracting files and folders

OO Saving files and folders to various drives and removable storage devices on your computer

YOUR ASSIGNMENT There are three parts to this assessment which will check your knowledge of Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. Your submission will be evaluated by the course instructor to determine eligibility for life experience credit. To obtain credit, all instructions must be followed. Only your original work will be accepted.

MICROSOFT WORD To demonstrate your skills in Microsoft Word, you’ll create a cover letter and résumé fol- lowing the steps below.

COVER LETTER

Complete your cover letter as if you were applying for the job you currently have or a job you wish to have in the future. Create a new Word document and format it as follows:

OO 12-point standard font (Calibri or Times New Roman).

OO Left-aligned, single spaced text (Use the Single spaced Word template or the No Spacing paragraph style in the Blank document template to achieve this.)

OO 1-inch margins on top, bottom, left, and right.

OO Heading with your name, address, and contact information followed by a blank line.

OO Body elements that include:

O� A date line followed by two blank lines (date should automatically update)

O� A salutation line addressing your current boss (If using an imaginary job, address the cover letter to “Mr. Jackson”) followed by a blank line

O� Two or three paragraphs outlining why you’re interested in this job, your work and education experience, and why you would be a good fit for this position with a blank line between each paragraph

O� A closing line (“Best regards,” “Sincerely,” or something similar) followed by three blank lines and your typed name

Save the document naming it Cover Letter.docx.

 

 

© PENN FOSTER, INC. 2016 PAGE 5COMPUTER APPLICATIONS Challenge Assessment

RESUME

Your résumé will contain two pages:

1. The first will showcase the facts that make you an ideal candidate for the job.

2. The second will contain a list of professional contacts. You should use the same contacts given on the Challenge Examination Information Form.

Your first page should be formatted as follows:

OO 12-point standard font (Calibri or Times New Roman).

OO A centered header with your name, address, and contact information.

OO At least three sections from the following:

O� Summary—A brief description (three or four lines) of your experience, job goals, and previous job successes

O� Highlights—A bulleted list of your skills and characteristics relevant to the job you’re applying for

O� Experience—A list of your previous jobs, volunteer work, training, or other hands-on experience with the type of work you’re applying for. A typical Experience section contains the following information for each entry:

OO Job title

OO Dates employed

OO Name of business

OO City of business

O� Education—Diplomas, certificates, training programs, or any other alterna- tive education experience. Include the dates attended for each entry.

O� Awards—Any awards, medals, or recognition of achievements received in previous work or education experiences

Your second page should be formatted as follows:

OO 12-point standard font (Calibri or Times New Roman).

OO The same header as the first page.

OO A title that reads “Professional References”

OO Three references that include full names, contact information, and how you know them (manager, coworker, instructor, and so on.) These references will be contacted.

Save the document naming it Resume.docx.

 

 

© PENN FOSTER, INC. 2016 PAGE 6COMPUTER APPLICATIONS Challenge Assessment

MICROSOFT EXCEL To demonstrate your skill with Microsoft Excel, you’ll create two separate Excel files.

SCENARIO

Inventory and Payroll are two of the most common uses for Excel. For the first Excel file you will create an Inventory spreadsheet based on the given scenario. For the second excel spreadsheet you will create a payroll based ion the given scenario.

The Inventory scenario is based on a fictitious custom bike builder. Of course, the data given for the scenario is a small sampling of what a shop’s inventory would be. The data represents an end of month quantity and is being used to determine, the balance on hand and which items need to be reorder, if any.

The Payroll scenario is, of course, also just a snapshot of the calculations needed for a company’s payroll.

In an Excel file named Inventory create three sheets named Inventory, Bikes_Made, and Items_Used. Input the data given here. (You should use the previous year for the date.) In addition to the columns given in the inventory data table, add three more columns on your sheet named Balance on Hand, Value of Inventory, and Reorder.

Create a simple formula to calculate the Value of Inventory and complex formulas using the using the data from the three separate sheets to calculate the balance on hand whether the balance on hand is enough, or it is time to reorder the item. If it is time to reorder the item, the cell should contain the word REORDER and the cell should be filled with the color red.

Enter the data listed below.

INVENTORY: DATE RECEIVED, ITEM, COST, INVOICE

OO 4/1/xx, 12 H Front Brakes, unit cost $3.75, invoice number RG970563

OO 4/4/20xx, 22 20”R Rims, unit cost $24.00, invoice number ED99123

OO 4/12/20xx, 75 front reflectors, unit cost $0.50, invoice number JEO1713

OO 4/12/20xx, 50 rear reflectors, unit cost $0.50, invoice number JEO1713

OO 4/21/20xx, 55 20”F Rims, unit cost $15.00, invoice number ED99455

OO 4/13/20xx, 210 32 teeth sprockets, unit cost $14.25, invoice number SC831

OO 4/23/20xx, 180 36 teeth sprockets, unit cost $28.00, invoice number SC831

OO 4/25/20xx, 25 white seats, unit cost $8.00, invoice number WT389

 

 

© PENN FOSTER, INC. 2016 PAGE 7COMPUTER APPLICATIONS Challenge Assessment

Enter the following data: Bikes Made

OO MX100

O� January 12

O� February 15

O� March 20

O� April 24

O� May 30

OO MX2000

O� January 11

O� February 10

O� March 11

O� April 12

O� May 14

Enter the following data: Number of Items Used on Each Bike

OO MX100

O� H. Front Breaks 1

O� 20”R Rims 1

O� Front Reflectors 1

O� Rear Reflectors 1

O� 20” F Rims 1

O� 32 Teeth Sprockets 2

O� 36 Teeth Sprockets 0

O� White Seats 1

O� Nobbie Tires 0

O� Regular Tires 2

 

 

© PENN FOSTER, INC. 2016 PAGE 8COMPUTER APPLICATIONS Challenge Assessment

OO MX200

O� H. Front Breaks 1

O� 20”R Rims 1

O� Front Reflectors 1

O� Rear Reflectors 1

O� 20” F Rims 1

O� 32 Teeth Sprockets 0

O� 36 Teeth Sprockets 2

O� White Seats 1

O� Nobbie Tires 2

O� Regular Tires 0

OO Reorder Point

O� H. Front Breaks 150

O� 20”R Rims 250

O� Front Reflectors 500

O� Rear Reflectors 500

O� 20” F Rims 250

O� 32 Teeth Sprockets 250

O� 36 Teeth Sprockets 250

O� White Seats 150

O� Nobbie Tires 100

O� Regular Tires 100

PAYROLL

Create an Excel spreadsheet named Payroll.

Columns: Name, class, clock hours, gross earnings, health deductions, pension annuity, general deductions, and net earnings.

The spreadsheet should show a grand total for clock hours, gross earnings, health deductions, pension annuity, general deductions, and net earnings.

 

 

© PENN FOSTER, INC. 2016 PAGE 9COMPUTER APPLICATIONS Challenge Assessment

Ten employees with three different classes: Journeyman (1), Apprentice(2), and Welder Cleanup(3).

Enter the following data (name, class, clock hours, gross earnings):

James, Jerry 1 160 $3,200.00

Marks, Thomas 1 160 $3,200.00

Stem, Oliver 1 140 $2,800.00

Thompson, Randy 1 165 $3,3550.00

Summers, John 1 170 $3,500.00

Larson, David 1 145.5 $2,910.00

Peterson, Michael 2 160 $2,400.00

Clark, Lewis 2 175 $2,700.00

Custer, George 2 120.5 $1,807.50

O’Hare, Brutus 3 80 $960.00

Health deductions: contributions from all employees are calculated at $2.50 per hour worked.

Pension annuity deduction: contributions for Journeyman are calculated at $1.00 per hour worked and Apprentices are computed at $0.50 per hour worked. Welder Cleanup employees do not have a pension.

General deduction is 3% of gross earnings.

Each deduction amount should be entered into an individual labeled cell on the spreadsheet.

 

 

© PENN FOSTER, INC. 2016 PAGE 10COMPUTER APPLICATIONS Challenge Assessment

MICROSOFT POWERPOINT To demonstrate your skill with Microsoft PowerPoint, you’ll create a presentation based on a review of a restaurant or historical location in your town.

Create a Power Point Presentation with ten to fifteen slides based on a restaurant or historical site near your home. Choose an appropriate theme for the presentation. The first slide should use Title Slide layout. Your presentation must include, hyperlinks, slide transformations, animations, images, sounds, and video related to your topic. The presentation should run automatically but the animations on the individual slides should execute on a mouse click.

SENDING FILES After you’ve created and saved the files required for the assessment, place the files in a folder and compress (zip) the folder. You’ll email the folder to the school’s email address for review to the contact on the portal.

The subject line of the email should contain the following phrase: Computer Applications Challenge Assessment.

In the body of the email, include your name, address, and student number. The attached compressed (zipped) folder must contain the following:

OO The Challenge Examination Information Form Word document and any supporting files, as discussed in the Required Information Form section

OO The Cover Letter and Resume Word files

OO The Excel file

OO The PowerPoint file

OO An example of previous work you have done in Microsoft word, Excel, and PowerPoint. (You must submit 1 example of each)

Include a detailed description in your email as to where you received your prior documented training in Microsoft office.

 
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Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store

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Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store

(Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store)

Exp22_Excel_Ch04_HOE – Toy Store 1.1

Exp22 Excel Ch04 HOE – Toy Store 1.1

Excel Chapter 4 Hands-On Exercise – Toy Store 

 

Project Description:

You work for the owner of Trinkets Toys & Games LLC. All merchandise is categorized into one of five departments for inventory records and sales. Along with the owner, there are three sales representatives. The sales system tracks which sales representative processed each transaction. The business has grown rapidly and you want to analyze the sales data to increase future profits. You downloaded June 2024 data from the sales system into an Excel workbook. Because the dataset is large, you will convert the data into a table, sort, filter, and utilize conditional formatting to complete your analysis. (Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store)

 

Start Excel. Download and open   the file named Exp22_Excel_Ch04_HOE_ToyStore.xlsx.   Grader has automatically added your last name to the beginning of the   filename.

 

You would like to set page   breaks on the June Totals worksheet to allow the document to print without   splitting transactions dates.
Modify the existing page breaks to ensure the 6/13 and 6/24 transaction dates   print on the same page.

 

Create a copy of the June Totals   worksheet and name it June 1st Totals.

 

Return to the June Totals   worksheet. When printed you would like the titles to be preserved.
Set the titles in row 5 and columns A:B to repeat when printed. Additionally   set the print order to print over then down.

 

You would like to convert the   dataset to a table in order to add aggregation, structured references, and   table style.
Convert the range A5:K110 to a table. Be sure to include column labels. Name   the table Totals and apply the table style Light Yellow, Table Style Light 19.

 

You don’t need the Sales_First   column. To reduce the size of the dataset you will remove the column.
Delete the Sales_First column from the table.

 

You need to document the rebate   information and total purchase price. To do so you will add two new columns   to the data.
Type Rebate in cell K5 and   in cell L5.   Set the width of columns I:J to autofit.

 

You notice you are missing   records 2024-068 and 2024-105. You will manually add the records back to the   table.
Insert a row in the table at row 73 and row 112. Enter the following records.
Row 72 – 2024-068, 6/22/2024, Shah, Collectibles, 1014, Mattel,   Store Credit, Standard, 4, $16.99
Row 112 – 2024-105, 6/30/2024, McGowan, Action Figures, 1015,   Mattel, Store Credit, Promotion, 1, $13.49

 

You notice there are duplicate   values in the table that need to be removed.
Remove all duplicate values from the Totals table.

 

To calculate rebate amount you   will create an IF function with structured references in column K.
Enter an IF statement in cell K6 to   determine the customers rebate. If the value in cell H6 = Promotion the   customer receives a 10% rebate on the total purchase (Purchase Price *   Quantity*Rebate) if they are not eligible the function should return 0. Be   sure to use the appropriate structured references and then use the fill   handle to copy the function down completing the column. (Assignment Help on Excel Chapter 4 Hands-On Exercise – Toy Store)

 

To calculate the total owed you   will create a formula in column L using structured references.
Enter a formula using structured references in cell L6 to calculate the total   owed. The total owed is the purchase price * quantity – rebate.

 

You would like to focus a portion   of the report on June sales.
Add a total row to the existing table and set the Rebate and Quantity   subtotals to Sum.

 

Sort the June Totals worksheet   by Pay_Type A to Z, then by Trans_Type A to Z, and Owed largest to smallest.   For the last level of the sort add a custom list for the department column.   The list should use the following order Electronics, Collectibles, Infants,   Action Figures, and Board Games.

 

Apply a filter to the table to   only display only electronics department sales from sales rep Radomanski.

 

Apply a filter to the table to   only display transaction amounts of $300 or more.

 

Apply a filter to the table to   only display transaction dates between 6/16/2024 and 6/30/2024.

 

You would like to use   conditional formatting to highlight several key performance indicators in the   June Individual worksheet.
Make the June Individual worksheet active. Create a new conditional   formatting rule to highlight the name Rodriguez in column C with Green Fill   with Dark Green Text.

 

Create a new conditional   formatting rule to highlight the top 3 sales amounts in column L with light   red fill and dark red text.

 

Add Blue Data Bars conditional   formatting to column K.

 

Create a conditional formatting   rule that highlights any transaction in column A that is completed by the   sales rep Rodriguez with a value over $500. Ensure the formatting applies   Bold font with Orange Accent 2 background color.

 

Filter column A based on color.

 

Save and close Exp22_Excel_Ch04_HOE_ToyStore.xlsx.   Exit Excel.

References

https://www.youtube.com/watch?v=5hrNxKG36K8

 
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CITA 110 Homework Help

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CITA 110 Homework Help

We go on location to photograph both teams and individual player portraits on playing fields or at schools. We capture athletes enjoying their sport in natural light—doing what they love—and provide a lasting memory to treasure with a team photo, individual portrait, or Photo CD.

Some of the sports we photograph include football, baseball, soccer, volleyball, swimming, water polo, cheerleading, spirit teams, ice skating, and karate. We offer a unique selection of popular add-ons to our sports packages, including: (CITA 110 Homework Help)

Photo CD with action shots

Photo mugs, water bottles, travel mugs

Photo t-shirts, sweatshirts, hoodies

Team up with Light Magic Studios for your next fundraiser:

The video presentation below provides an overview of our catalog of products and fundraising opportunities for your sports team. For additional information about how we can team up with your organization, feel free to contact us at webmaster@lightmagicstudios.com or call us at (212) 555-0433 during the following days and times:

Monday-Wednesday 9 a.m. to 5 p.m.

Thursday 9 a.m. to 2 p.m.

Friday 10 a.m. to 2 p.m.

cita homework/ch 12/AIO16WDCH12GRADER12FAS_-_Fundraiser_11_Instructions.docx

Grader – Instructions Word 2016 Project ((CITA 110 Homework Help))

AIO16_WD_CH12_GRADER_12F_AS – Fundraiser 1.1

 

Project Description:

In the following project, you will edit a handout that describes fundraising opportunities available with Light Magic Studios. (CITA 110 Homework Help)

 

Steps to Perform:

Step Instructions Points Possible
1 Start Word. Download and open the file named aio16_wd_ch12_grader_12f_as.docx. 0
2 Insert the File Name in the footer. 6
3 Change the Line Spacing for the entire document to 1.5. 10
4 Center the document title, Light Magic Studios, and then change the title Font Size to 24. 11
5 Change the top and bottom margins to 0.5. 6
6 Select the three paragraphs below the title and then apply a First line indent. 10
7 Select the entire document and then change the Spacing Before to 6 pt and the Spacing After to 6 pt. 6
8 Select the three paragraphs containing the photo options beginning with Small Size Add-ons. Apply filled square bullets. With the bulleted list selected, set a right tab with dot leaders at 6”. 11
9 Locate the paragraph that begins with Light Magic Studios can provide. Click at the end of the paragraph (after the colon) and press ENTER. Remove the first line indent from the new paragraph. Starting in the blank line that you inserted, create a numbered list with the following three numbered items: Earn 5% off of every order Free preview photos Photo packages and add-ons 11
10 Position the insertion point after the period at the end of the document. Insert a SmartArt from the Process category—in the second to last row, the first layout—Equation. Select the outside border of the SmartArt, and then change the Height of the SmartArt to 1 and the Width to 6.5. 11
11 With the SmartArt selected, change the layout to Square, the Horizontal Alignment to Centered relative to the page, and the Vertical Alignment to Bottom relative to the Margin. 6
12 In the first circle, type Quality and in the second circle, type Service In the third circle type Light Magic 6
13 Change the SmartArt color to Colorful Range – Accent Colors 4 to 5. Apply the 3-D Polished style—under 3D, in the first row, the first style. 6
14 Click at the end of the paragraph below the title. Press ENTER, remove the first line indent, and then center the blank line. Insert an Online Video. In the YouTube search box, including the quotations marks, type “GO Word Chapter 1 A2 Grader project” and then insert the video of the street band (its title is Light Magic A2 Video – Go Word Ch01 A2). Change the height of the video to 1.5. Note, Mac users will need to insert the downloaded video file Light Magic A2 Video – Go Word Ch01 A2.mp4. 0
15 Save and close the document. Exit Word. Submit the file as directed. 0
Total Points 100

Created On: 07/05/2019 1 AIO16_WD_CH12_GRADER_12F_AS – Fundraiser 1.1

cita homework/ch 12/AIO16WDCH12GRADER12GAS_-_Sports_Photography_17_Instructions.docx

Grader – Instructions Word 2016 Project

AIO16_WD_CH12_GRADER_12G_AS – Sports Photography 1.7 (CITA 110 Homework Help)

 

Project Description:

In the following project, you will edit a handout that describes sports photography services offered by Light Magic Studios. (CITA 110 Homework Help)

 

Steps to Perform:

Step Instructions Points Possible
1 Start Word. Download and open the file named aio16_wd_ch12_grader_12g_as.docx. Ensure that the Office theme is applied to the document. 0
2 Type Sports and Team Photography and then press ENTER. Type Light Magic Studios is a full service photography studio. Press SPACEBAR after the period. Insert the text from the grader data file aio12G_Teams.docx. 4
3 Change the Line Spacing for the entire document to 1.5 and the spacing After to 6 pt. Apply a First line indent of 0.5” to each of the four paragraphs that begin Light Magic Studios, Some of the sports, Team up with, and The video presentation. 6
4 Change the title font size to 50 and the title Line Spacing to 1.0. Center the title. From the Text Effects and Typography gallery, apply the second effect to the title—Fill: Blue, Accent color 1; Shadow. Note, depending on the version of Office you are using, the effect may be called Fill – Blue, Accent 1, Shadow. 10
5 At the beginning of the paragraph below the title, insert the picture downloaded with your grader files—aio12G_Swim.jpg. Change the picture Height to 1.75, and the Layout Options to Square. Format the picture with a 10 Point Soft Edges effect. 8
6 Use the Position command to display the Layout dialog box. Change the picture position so that the Horizontal Alignment is Right relative to the Margin. Change the Vertical Alignment to Top relative to the Line. 4
7 Select the three paragraphs beginning with Photo CD and ending with Photo t-shirts, and then apply checkmark bullets. 5
8 Locate the paragraph that begins Team up with Light Magic and then click after the colon. Press ENTER and remove the first line indent. Type a numbered list using the format 1.2.3. with the following three numbered items: Earn 5% off of every order Individual photos on CD Free team portrait included 6
9 With the insertion point located at the end of the numbered list, insert a Basic Chevron Process SmartArt. In the first shape, type Selection. In the second shape, type Service and in the third shape type Quality. Select the outside border of the SmartArt. Change the SmartArt color to Colorful Range – Accent Colors 5 to 6, and then apply the 3-D Cartoon style. 9
10 Change the Height of the SmartArt to 1.75 and the Width to 6.5. Change the layout options to Square, and then change the position of the SmartArt so that the Horizontal Alignment is Centered relative to the Page and the Vertical Alignment is set to Bottom relative to the Margin. 8
11 Select the days and times at the end of the document and then set a Right tab with dot leaders at 6”. 4
12 Click in the blank line below the tabbed list, and then click Center. Insert an Online Video. Including the quotations marks, search YouTube for “Go 2013 Light Magic”, and then insert the first video that displays. Change the height of the video to 1. Note, Mac users, insert a hyperlink to an online video using the search phrase “Go 2013 Light Magic”. 2
13 Below the video, insert a Rectangle: Rounded Corners shape. Note, depending on the version of Office you are using, the shape name may be Rounded Rectangle. Change the Shape Height to 1.5 and the Shape Width to 6.5. Display the Shape Styles gallery and in the second row, apply the sixth style— Colored Fill – Blue, Accent 5. 10
14 Use the Position command to display the Layout dialog box, and then change the position so that both the Horizontal and Vertical Alignment of the shape are Centered relative to the Margin. 4
15 In the rectangle, type Light Magic Studios and then press ENTER. Type Capturing Your Memories! and then change the font size to 24. 2
16 Move to the top of the document and insert a Text Box above the title. Change the Height of the text box to 0.5 and the width to 3.6. Type Light Magic Studios and then change the font size to 22. Center the text. 6
17 Use the Position command to display the Layout dialog box, and then position the text box so that the Horizontal Alignment is Centered relative to the Page and the Vertical Absolute position is 0.5 below the Page. 2
18 Change the text box Shape Fill color to Blue, Accent 5, Lighter 80%. Change the Shape Outline to the same color—Blue, Accent 5, Lighter 80%. 4
19 Apply a Box setting page border and choose the first style. Change the Color to Blue, Accent 5. Insert the File Name field in the left section of the footer. Reapply the Office theme, if necessary. 6
20 Save and close the document. Exit Word. Submit the file as directed. 0
Total Points 100

Created On: 07/05/2019 1 AIO16_WD_CH12_GRADER_12G_AS – Sports Photography 1.7 (CITA 110 Homework Help)

cita homework/ch 12/Light Magic A2 Video – Go Word Ch01 A2.mp4

cita homework/ch 12/Nolan_aio16_wd_ch12_grader_12f_as.docx

LIGHT MAGIC STUDIOS

Light Magic Studios is a full service photography studio. Celebrating over 15 years of service, our studio specializes in high quality family and individual portraits, weddings, special occasion photography, as well as school, sport, and group photo packages. The following video provides additional information: (CITA 110 Homework Help)

Light Magic Studios can provide a valuable service for parents, while earning profits for your school or organization. Some of the benefits and features of fundraising with our studio include:

We can provide a number of add-ons to your photo package to add value and exponentially increase the amount of money you can earn for your school, sport, club, or organization. The following is a list of some of our extra options for your photos: (CITA 110 Homework Help)

Small Size Add-ons Key chains, luggage tags, buttons

Apparel Photo t-shirts, sweatshirts, hoodies

Papers Stationary, invitations, thank you cards

For a list of all of our products and services visit our website at www.lightmagicstudios.com or call us at (212) 555-0433. (CITA 110 Homework Help)

cita homework/ch 12/Nolan_aio16_wd_ch12_grader_12g_as.docx

cita homework/ch 12/Read me.txt

This folder contains 2 Assignments click on AI0 file and the intructions are there for you after finishing the assaignment, just send each Nolan_ai0 file in the homeowork market website (CITA 110 Homework Help)

cita homework/ch 14 (4 assignments)/AIO16WDCH14GRADER14EAS_-_Hazard_Report_12_Instructions.docx

Grader – Instructions Word 2016 Project

AIO16_WD_CH14_GRADER_14E_AS – Hazard Report 1.2

 

Project Description:

In this project, you will edit and format a research paper for Memphis Primary Materials on the topic of hazardous materials in electronic waste. To accomplish this, you will insert footnotes, create citations, and create and format a bibliography.

(CITA 110 Homework Help)

Steps to Perform:

Step Instructions Points Possible
1 Start Word. Download and open the file named aio16_wd_ch14_grader_14e_as.docx. 0
2 For all the text, change the line spacing to 2.0 and the spacing after to 0 pt. 5
3 At the top of the document, insert a new blank paragraph, click in the new blank paragraph, and then by pressing ENTER, type the following four lines: June Whitlock Henry Miller Marketing July 5, 2016 (press ENTER one time to create a new blank paragraph) 5
4 In the new blank paragraph, type Hazardous Materials Found in E-Waste 5
5 Center the title Hazardous Materials Found in E-Waste 5
6 Insert a header, type Whitlock and then press SPACEBAR one time. Insert a page number in the current position using the Plain Number Style. Note, Mac users, to insert the page number, click the Field button, then in the Field dialog box, click Numbering on the left, and then click Page on the right. 5
7 Apply Align Right formatting to the header. 5
8 Apply a first line indent of 0.5 inches to the paragraph that begins Most people in the United States. 5
9 On Page 1, in the paragraph that begins One material, in the second line, click to position the insertion point to the right of period following lead, and then insert the footnote In 2009 the U.S. government required that all television signals be transmitted in digital format resulting in many discarded TV sets. Be sure to type the period at the end of the footnote. 5
10 Modify the Footnote Text style so that the Font Size is 11, there is a first line indent of 0.5”, and the spacing is Double. 8
11 On Page 1, in the paragraph that begins Toxic effects, in the third line, click to the left of the period following learning, and then using MLA format, insert a citation for a Journal Article using the following information: Author: Robinson, Eliot Title: EPA May Allow More Lead in Gasoline Journal Name: Science Year: 1982 Pages: 1375-1377 Medium: Print Note, Mac users, do not add a value for Medium. 10
12 Update the Robinson citation to include 1375-1377 as the page numbers. 5
13 On Page 2, at the end of the paragraph that begins Cadmium is another, click to the left of the period, and then insert a citation for a book with a Corporate Author using the following information: Corporate Author: American Cancer Society Title: Cancer Source Book for Nurses, Eighth Edition Year: 2004 City: Sudbury, MA Publisher: Jones and Bartlett Publishers, Inc. Medium: Print Note, Mac users, do not add a value for Medium. 10
14 Update the American Cancer Society citation to include 291 as the page number. 2
15 At the end of the document, insert a manual page break. 4
16 On the new Page 3, display the Paragraph dialog box, and then change the Indentation under Special to (none). 5
17 Insert a built-in Works Cited MLA style bibliography. 8
18 Select all the references in the bibliography, apply Double line spacing, and then set the spacing after to 0 pt. Center the Works Cited title. 8
19 Save and close the document. Close Word. Submit the document as directed. 0
Total Points 100

Created On: 07/05/2019 1 AIO16_WD_CH14_GRADER_14E_AS – Hazard Report 1.2

(CITA 110 Homework Help)

cita homework/ch 14 (4 assignments)/AIO16WDCH14GRADER14EHW_-_Skin_Protection_15_Instructions.docx

Grader – Instructions Word 2016 Project

AIO16_WD_CH14_GRADER_14E_HW – Skin Protection 1.5

 

Project Description:

In this project, you will edit and format a research paper for University Medical Center on the topic of skin protection. To accomplish this, you will insert footnotes, create citations, and create and format a bibliography.

(CITA 110 Homework Help)

Steps to Perform:

Step Instructions Points Possible
1 Start Word. Download and open the file named aio16_wd_ch14_grader_14e_hw.docx. 0
2 For all the text, change the line spacing to 2.0 and the spacing after to 0. 5
3 At the top of the document, insert a new blank paragraph, click in the new blank paragraph, and then by pressing ENTER after each line, type the following four lines: Rachel Holder Dr. Hillary Kim Dermatology 544 August 31, 2016 (press ENTER one time to create a new blank paragraph) 5
4 In the new blank paragraph, type Skin Protection 3
5 Center the title Skin Protection 3
6 Insert a header, type Holder and then press SPACEBAR one time. Insert a page number in the current position using the Plain Number Style. 0
7 Apply Align Right formatting to the header. 0
8 Apply a first line indent of 0.5 inches to the paragraph that begins One way to prevent. 6
9 In the paragraph that begins In the medical field, immediately following the period at the end of the paragraph, insert the footnote The American Academy of Dermatology recommends using a broad spectrum sunscreen with an SPF of 30 or more. Be sure to type the period at the end of the footnote. 6
10 Modify the Footnote Text style so that the Font Size is 11, there is a first line indent of 0.5”, and the spacing is Double. 10
11 On Page 1, at the end of the paragraph that begins According to an article, click to the left of the period, and then using MLA format, insert a citation for a Journal Article using the following information: Author: Brash, D. E. Title: Sunlight and Sunburn in Human Skin Cancer Journal Name: The Journal of Investigative Dermatology Year: 1996 Pages: 136-142 Medium: Print 11
12 Update the Brash citation you just created to include 136-142 as the page numbers. 4
13 On Page 2, at the end of the paragraph that begins According to Dr. Lawrence, click to the left of the period, and then insert a citation for a Web site using the following information: Author: Gibson, Lawrence E. Name of the Web Page: Does Sunscreen Expire? Year: 2011 Month: April Day: 01 Year Accessed: 2016 Month Accessed: June Day Accessed: 30 Medium: Web 11
14 On Page 3, at the end of the last paragraph of the report, click to the left of the period, and then using MLA format insert a citation for a book using the following information: Author: Leffell, David. Title: Total Skin: The Definitive Guide to Whole Skin Care for Life Year: 2000 City: New York Publisher: Hyperion Medium: Print 8
15 Update the Leffell citation to include 96 as the page number. 5
16 At the end of the document, insert a manual page break. 5
17 On the new Page 4, display the Paragraph dialog box, and then change the Indentation under Special to (none). 5
18 At the top of Page 4, insert a built-in Works Cited bibliography using the MLA style. 5
19 Select all the references in the bibliography, apply Double line spacing, and then set the spacing after to 0 pt. Center the Works Cited title. 8
20 Save and close the document. Close Word. Submit the document as directed. 0
Total Points 100

Created On: 07/05/2019 1 AIO16_WD_CH14_GRADER_14E_HW – Skin Protection 1.5

(CITA 110 Homework Help)

cita homework/ch 14 (4 assignments)/AIO16WDCH14GRADER14FAS_-_Recycling_Newsletter_13_Instructions.docx

Grader – Instructions Word 2016 Project

AIO16_WD_CH14_GRADER_14F_AS – Recycling Newsletter 1.3

 

Project Description:

In the following project, you will format a newsletter by inserting pictures and screenshots, applying two-column formatting, and adding a border to a paragraph.

(CITA 110 Homework Help)

Steps to Perform:

Step Instructions Points Possible
1 Start Word. Download and open the file named aio16_wd_ch14_grader_14f_as.docx. 0
2 Change the font color of the first three lines to Blue, Accent 1. Apply a 3 pt bottom border in Black, Text 1 to the third paragraph. 16
3 Press CTRL+HOME. Use Online Pictures to search for an image using the term recycle lights and then insert an appropriate image from the results. Note, Mac users, search for an image in a web browser, and then download and insert a relevant image from the results. Change the Brightness/Contrast to Brightness – 40% Contrast +40%. Apply a 1 pt, Black, Text 1 border to the picture. Change the Text Wrapping to Square. Change the Horizontal Alignment to Left relative to Margin and the Vertical Alignment to Top relative to Margin. Change the width of the picture to 1.05″, if necessary. 12
4 Starting with the paragraph CARE Enough to Recycle, select all of the text from that point to the end of the document. Change the Spacing After to 10 pt. Format the selected text in two columns, and apply Justify alignment. Click at the beginning of the paragraph that begins This initiative creates, and then insert a Column break. 20
5 Click at the beginning of the sentence that begins with In 2006, the Environmental. Use Online Pictures to search for an image using the term refrigerator household appliance and then insert an appropriate image from the results. Note, Mac users, search for an image in a web browser, and then download and insert a relevant image from the results. Rotate the picture using Flip Horizontal and change the picture height to 1″. Change the wrapping style of the picture to Square. Change the Horizontal Alignment to Left relative to Margin and the Vertical Alignment to Top relative to Line. 12
6 Start Internet Explorer and ensure that window is maximized. Navigate to www.epa.gov/ozone/title6/608/disposal/. Display your aio16_wd_ch14_grader_14f_as.docx file, click at the end of the last line of text in the second column, and then press ENTER. Insert a screenshot of the website. Do not link the screenshot to the URL. Apply a Black, Text 1 Picture Border and change the weight to 1 pt. 12
7 Select the subheading CARE Enough to Recycle including the paragraph mark. Use the Font dialog box to change the Size to 14, to apply Bold and Small Caps, and to change the Font color to Dark Blue, Text 2. Apply the same formatting to the subheadings Hazards of Old Home Appliances, and What We Are Doing. 16
8 Select the last paragraph in the newsletter, and then apply a 1 pt Shadow border, in Black, Text 1. Change the Fill color to Blue, Accent 1, Lighter 80%. 12
9 Save and close the aio16_wd_ch14_grader_14f_as.docx document. Exit Word. Submit the aio16_wd_ch14_grader_14f_as.docx document as directed. 0
Total Points 100

Created On: 07/05/2019 1 AIO16_WD_CH14_GRADER_14F_AS – Recycling Newsletter 1.3

cita homework/ch 14 (4 assignments)/AIO16WDCH14GRADER14FHW_-_Dogs_Newsletter_13_Instructions.docx

Grader – Instructions Word 2016 Project

AIO16_WD_CH14_GRADER_14F_HW – Dogs Newsletter 1.3

(CITA 110 Homework Help)

Project Description:

In the following project, you will format a newsletter by inserting pictures and screenshots, applying two-column formatting, and adding a border to a paragraph.

 

Steps to Perform:

Step Instructions Points Possible
1 Start Word. Download and open the file named aio16_wd_ch14_grader_14f_hw.docx. 0
2 Change the font color of the first three lines to Olive Green, Accent 3, Darker 25%. Apply a 3 pt bottom border in Black, Text 1. 13
3 Press CTRL+HOME. Use Online Pictures to search for an image using the term physician symbols and then insert an appropriate image from the results. Alternatively, search for an image in a web browser, and then download and insert a relevant image from the results. Set the image Height to 1″. Change the Brightness/Contrast to Brightness 0% (Normal) Contrast +40%. Change the Text Wrapping to Square. Change the Horizontal Alignment of the image to Left relative to Margin and the Vertical Alignment to Top relative to Margin. 12
4 Starting with the paragraph Dogs for Healing, select all of the text from that point to the end of the document. Change the Spacing After to 10 pt. Format the selected text in two columns, and apply Justify alignment. Insert a Column break before the subheading Cuddles. 13
5 Click at the beginning of the sentence that begins with Brandy is a 6-year-old Beagle. From the files downloaded with this project, insert the picture w014F_Dog.jpg. Rotate the picture using Flip Horizontal. Change the width of the picture to 1″. 13
6 Change the wrapping style of the picture to Square. Change the Horizontal Alignment to Right relative to Margin and the Vertical Alignment to Top relative to Line. Apply a Black, Text 1 Picture Border and change the weight to 2 1/4 pt. Save your file. 13
7 Start your web browser and ensure that the window is maximized. Navigate to www.ada.gov/qasrvc.htm. If the website is not available, choose another page on the www.ada.gov site. Display your aio16_wd_ch14_grader_14f_hw.docx file, click at the end of the paragraph below the Dogs for Healing subheading, and then insert a screenshot of the website. Apply a Black, Text 1 Picture Border and change the weight to 1 pt. 12
8 Select the subheading Dogs for Healing including the paragraph mark. Use the Font dialog box to change the Size to 16, to apply Bold and Small Caps, and to change the Font color to Olive Green, Accent 3, Darker 50%. Apply the same formatting to the subheadings Benefits to Patients, Cuddles, and Brandy. 12
9 Select the last paragraph in the newsletter including the paragraph mark, and then apply a 1 pt Shadow border, in Black, Text 1. Shade the paragraph by changing the Fill color to Olive Green, Accent 3, Lighter 80%. 12
10 Save and close the document. Close all other documents without saving the changes. Exit Word. Submit the aio16_wd_ch14_grader_14f_hw.docx document as directed. 0
Total Points 100

Created On: 07/05/2019 1 AIO16_WD_CH14_GRADER_14F_HW – Dogs Newsletter 1.3

(CITA 110 Homework Help)

cita homework/ch 14 (4 assignments)/Nolan_aio16_wd_ch14_grader_14e_as.docx

Most people in the United States are now aware that disposing of electronic equipment by traditional methods—such as dumping in landfills—is harmful to the environment. It is intuitive to people that placing large items that will never completely break down in landfills is a wasteful use of land, but the reasons for special treatment of electronic waste go beyond that. Electronics contain hazardous materials that can harm the planet if placed untreated in landfills. Also, many electronic devices contain valuable materials that can be reused, thereby conserving natural resources.

One material that is hazardous is lead. Televisions and old CRT computer monitors contain varying amounts of lead. Due to its characteristics and ease of use, lead has been used since ancient times to make pottery, build ships, act as weights, and construct pipes. Lead has also been used in gasoline, batteries, paint, crystal, and insecticides. Lead, however, is also poisonous. As awareness of its side effects grew and the public began expressing concerns about its widespread use, in the 1970s the U.S. government began restricting its use. However, lead continues to be a leading environmental health risk for children in the U.S.

Toxic effects of lead on children are well documented. Research in the last few decades shows quite convincingly that there is a relationship between the amount of lead a child ingests and problems in thinking and learning. Furthermore, this sort of poisoning appears to be caused by what had been considered “safe” levels of lead exposure. Even very low levels of exposure to lead may cause significant damage to learning ability.

Cadmium is another toxic product found in electronic equipment, especially in the nickel and cadmium (Ni-Cd) batteries used in many portable electronic devices.[footnoteRef:1] In addition to causing lung and liver damage, cadmium is a human carcinogen. For example, occupational and environmental risk factors for renal cancer include exposure to cadmium. [1: Newer lithium batteries are not considered hazardous waste if they are fully discharged prior to disposal.]

Mercury is found in fluorescent lamps and computer circuit boards as well as many scientific instruments. Occupational exposure to mercury can result in a number of toxic effects on humans, such as personality disorders, insomnia, fatigue, tremors, and muscle spasms.

Using modern electronic waste processing methods, most electronic waste can be rendered harmless or reused.

Businesses must find a way to insure that unwanted electronics are disposed of in a way that will minimize toxins in the environment, and need to be sure to work with waste processing facilities that follow all applicable laws and regulations in order to maximize worker safety and minimize release of toxins.

cita homework/ch 14 (4 assignments)/Nolan_aio16_wd_ch14_grader_14e_hw.docx

One way to prevent skin cancer, sunburn, and skin damage is to completely avoid the sun. Most individuals, however, will not resign themselves to living in a dark cave, so they seek more practical ways to protect themselves through the proper use of sunscreens, sunblocks, and protective clothing.

According to an article in The Journal of Investigative Dermatology, everyone is exposed to the carcinogen sunlight. Epidemiology—all the factors that control the presence or absence of a disease or pathogen—indicates that the exposure to carcinogenic sunlight can take place several decades before a tumor arises.

Most sunburns and skin cancers are caused by UVB radiation. UVA rays can also contribute to skin cancer, as well as causing skin aging and wrinkles. Both UVB and UVA rays should be avoided at all costs. Sunblocks are creams, sprays, or lotions that reflect the sun’s rays. Sunscreens are chemical agents that absorb the sun rather than reflect it. Look for a good sunblock or sunscreen that promises to block both UVA and UVB rays and that has an SPF—sun protection factor—of a level of fifteen or higher. The sunblock zinc oxide offers the strongest protection against both UVA and UVB rays. Titanium dioxide is a type of zinc oxide that is more commonly found in many quality products.

For users of a sunblock or sunscreen, SPF should be taken into consideration. SPF is often confused with the protective strength of the product, but SPF is actually a measure of the amount of time one can expose one’s skin to the sun while using the product before the sun will burn the skin. For example, a sunscreen or sunblock with an SPF of 25 means that it will take 25 times longer for your skin to burn while using the product than it would without the product.

According to Dr. Lawrence E. Gibson, a dermatologist at the Mayo Clinic, sunscreens have an expiration date. Most sunscreens are designed to remain effective for up to three years. A sunscreen past its expiration date should be discarded. Additionally, sunscreen that has been exposed to very high temperatures for any length of time should be discarded.

An appropriate amount of sunscreen to use is 1 ounce (30 milliliters)—the equivalent of a shot glass. This should be used to cover all exposed parts of the body. That means that for a 4-ounce (118-milliliter) bottle, one-fourth of it will be gone after only one application. Sunscreen should be applied thirty minutes before going outside and reapplied every two hours—more if an individual has been swimming or sweating excessively.

Individuals should protect their skin while they are young. Studies indicate that 85 percent of lifetime sun exposure is acquired by the age of 18. Chronic repeated sun exposure can lead to the genetic changes which could cause skin cancer, so it is critical that children develop good habits regarding sunscreen at an early age. Additionally, infants under six months old should be kept out of direct sunlight at all times, because their skin is exceptionally sensitive to any of the rays of the sun.[footnoteRef:1] [1: For babies, the American Academy of Dermatology recommends using a sunscreen that contains only inorganic filters, such as zinc oxide and titanium dioxide, to avoid any skin or eye irritation.]

In the medical field, dermatologists and their societies recommend the use of sunscreen coupled with avoidance of midday sun, wearing protective clothing, and regular application of a sunblock with a sun protection factor of 15 to 30. The sunblock should have both UVB and UVA coverage.

Another way to prevent sunburn, in addition to sunscreen, is by wearing protective clothing. A broad brimmed hat is a great way to protect one’s face and head from sunburn. Additionally, long- sleeved shirts and pants may offer some protection from the sun’s harmful rays.

When educating patients and youngsters about how best to protect themselves from overexposure to the sun, the best advice is to be prepared before planning a day in the sun. Heed weather reports and the listings of the UV index. These reports warn of the estimated time that ultraviolet rays are at their peak during the day. Avoiding the sun during these times and staying out of the sun during the peak hours from 10 a.m. to 4 p.m. is good practice.

Because the effect of the sun’s rays does not appear until several hours after exposure, one cannot notice if he or she is getting sunburn. The full effect of sunburn is usually not felt until eighteen hours after the exposure.

(CITA 110 Homework Help)

cita homework/ch 14 (4 assignments)/Nolan_aio16_wd_ch14_grader_14f_as.docx

Memphis Primary Materials

Recycling Newsletter

Volume 1, Number 3 March 2016

CARE Enough to Recycle

Carpet America Recovery Effort (CARE) is a joint effort between the carpet industry and the US Government to reduce the amount of carpet and padding being disposed of in landfills. Billions of pounds of carpet are disposed of each year.

Fortunately, carpet and padding can be recycled into new padding fiber, home accessories, erosion control products, and construction products. The CARE initiative combines the resources of manufacturers and local governments to find new ideas for old carpet and to overcome barriers to recycling.

For information on companies participating in the program and to find out if you are near a carpet reclamation center, please visit http://www.carpetrecovery.org

Hazards of Old Home Appliances

In 2006, the Environmental Protection Agency created a voluntary partnership effort to recover ozone-depleting materials from appliances like old refrigerators, freezers, air conditioners, and humidifiers. The program outlines best practices for recovering or destroying refrigerant and foam, recycling metals, plastic, and glass, and proper disposal of hazards like PCBs, oil, and mercury.

This initiative creates opportunities for for-profit companies like Memphis Primary Materials. We provide appliance recycling services to our business clients that include picking up old products, advising on the most energy-efficient new products, and processing discarded items for optimum safety and minimal environmental impact.

What We Are Doing

Memphis Primary Materials also completes the EPA RAD (Responsible Appliance Disposal) worksheet, which calculates how much energy usage and carbon-equivalent emissions were reduced as a result of their efforts. This information helps customers to determine how they can improve their energy-efficiency performance and have a positive impact on the environment.

For more information on the EPA programs for appliance recycling, see their Web site at http://www.epa.gov/ozone/title6.

cita homework/ch 14 (4 assignments)/Nolan_aio16_wd_ch14_grader_14f_hw.docx

University Medical Center

Health Improvement Newsletter

Volume 3 Spring 2016

Dogs for Healing

At University Medical Center, therapy dogs have been a welcomed asset to patient care and recovery since 2004. UMC works with several non-profit organizations to bring dedicated volunteers and their canine teams into the hospital to visit children, adults, and seniors. Information regarding service dog regulations, training, and laws is available on the ADA website.

Benefits to Patients

Medical research shows that petting a dog or other domestic animal relaxes patients and helps ease symptoms of stress from illness or from the hospital setting. Studies have shown that such therapies contribute to decreased blood pressure and heart rate, and can help with patient respiratory rate.

Cuddles

Cuddles, a 4 year-old Labrador, is one of our most popular therapy dogs and is loved by both young and senior patients. You’ll see Cuddles in the Children’s wing on Mondays with his owner, Jason, who trained him since he was a tiny pup.

Brandy

Brandy is a 6-year-old Beagle who brings smiles and giggles to everyone she meets. Over the past several years, Brandy has received accolades and awards for her service as a therapy dog. Brandy is owned by Melinda Sparks, a 17-year veteran employee of University Medical Center. Brandy and Melinda can be seen making the rounds on Wednesdays in the Children’s wing and on Mondays and Fridays.

To request a visit from a therapy dog, or to learn how to become involved with therapy dog training, call Carole Yates at extension 2365.

(CITA 110 Homework Help)

cita homework/ch 14 (4 assignments)/w014F_Dog.jpg

cita homework/ch 15 Assignments (2 Assignments)/AIO16XLCH15GRADER15EHW_-_Gym_Sales_12_Instructions.docx

Grader – Instructions Excel 2016 Project

AIO16_XL_CH15_GRADER_15E_HW – Gym Sales 1.2

(CITA 110 Homework Help)

Project Description:

In the following project, you will create a worksheet comparing the sales of different types of home gym equipment sold in the second quarter.

 

Steps to Perform:

Step Instructions Points Possible
1 Start Excel. Download and open the file named aio16_xl_ch15_grader_15e_hw.xlsx. 0
2 Change the worksheet theme to Wisp. 4
3 Use the fill handle to enter the months May and June in the range C3:D3. 6
4 Merge & Center the title across A1:F1, and then apply the Title cell style. Merge & Center the subtitle across A2:F2, and then apply the Heading 1 style. Center the column titles in the range B3:F3. 10
5 Widen column A to 180 pixels, and then widen columns B:F to 115 pixels. Note, Mac users will need to set column A to a width of 21.88 and columns B:F to a width of 13.83. In the range B7:D7, enter the following values: 137727.85, 121691.64, and 128964.64. 10
6 In cell B8, use the AutoSum button to sum the April sales. Fill the formula across to cells C8:D8. In cell E4, use the AutoSum button to sum the Basic Home Gym sales. Fill the formula down to cells E4:E8. 10
7 Apply the Heading 4 cell style to the row titles and column titles, and then apply the Total cell style to the totals in the range B8:E8. 6
8 Apply the Accounting Number Format to the first row of sales figures and to the total row. Apply the Comma Style to the remaining sales figures. 6
9 Select the range that represents the sales figures for the three months, including the month names and the product names—do not include any totals in the range. With this data selected, use the Recommended Charts command to insert a Clustered Column chart with the month names displayed on the category axis and the product names displayed in the legend. 10
10 Move the chart so that its upper left corner is positioned in the center of cell A10. Then drag the center right sizing handle to the right until the right edge of the chart aligns with the right edge of column E. 6
11 Apply Chart Style 6 and Color 2 under Colorful. Change the Chart Title to Second Quarter Home Gym Sales. 10
12 In the range F4:F7, insert Line sparklines that compare the monthly data. Do not include the totals. Show the sparkline Markers and apply Sparkline Style Accent 2, Darker 50%—in the first row, the second style. 10
13 Center the worksheet Horizontally on the page, and then insert a Footer with the File Name in the left section. 6
14 Change the Orientation to Landscape. 6
15 Save and close the document. Exit Excel. Submit the file as directed. 0
Total Points 100

Created On: 07/05/2019 1 AIO16_XL_CH15_GRADER_15E_HW – Gym Sales 1.2

(CITA 110 Homework Help)

cita homework/ch 15 Assignments (2 Assignments)/AIO16XLCH15GRADER15FAS_-_Dispenser_Sales_11_Instructions.docx

Grader – Instructions Excel 2016 Project

AIO16_XL_CH15_GRADER_15F_AS – Dispenser Sales 1.1

 

Project Description:

In the following project, you will create a worksheet summarizing the sales of Tabletop Dispenser equipment that Millstone Restaurant Supply is marketing.

 

Steps to Perform:

Step Instructions Points Possible
1 Start Excel. Download and open the file named aio16_xl_ch15_grader_15f_as.xlsx. 0
2 Merge and center the title and then the subtitle across columns A:F and apply the Title and Heading 1 cell styles respectively. 8
3 Check spelling in your worksheet, and correct Npkin to Napkin. Widen column A to 25 and columns B:F to 12.85. 8
4 In cell E4, construct a formula to calculate the Total Sales of the Condiment Rack by multiplying the Quantity Sold by the Retail Price. Copy the formula down for the remaining products. 12
5 Select the range E4:E10, and then use the Quick Analysis tool to sum the Total Sales for All Products, which will be formatted in bold. Note, Mac users, sum the Total Sales for All Products in cell E11 and apply bold. To the total in cell E11, apply the Total cell style. 10
6 Using absolute cell references as necessary so that you can copy the formula, in cell F4, construct a formula to calculate the Percent of Total Sales for the first product. Copy the formula down for the remaining products. 10
7 To the computed percentages, apply Percent Style with two decimal places, and then center the percentages. 8
8 Apply the Comma Style with no decimal places to the Quantity Sold figures. To cells D4, E4, and E11 apply the Accounting Number Format with two decimal places 4
9 To the range D5:E10, apply the Comma Style. 4
10 Change the Retail Price of the Artisan Rack to 29.95 and the Quantity Sold of the Cheese Shaker to 425. 4
11 Delete column B. 6
12 Insert a new row 3. In cell A3, type Month Ending March 31 and then merge and center the text across the range A3:E3. Apply the Heading 2 cell style. 10
13 To cell A12, apply the 20% – Accent1 cell style. 4
14 Select the four column titles. Apply Wrap Text, Middle Align, and Center formatting, and then apply the Heading 3 cell style. 8
15 Center the worksheet Horizontally on the page, and then insert the file name in the footer in the left section. Return the worksheet to Normal view, if necessary. 4
16 Save and close the workbook. Exit Excel. Submit the file as directed. 0

(CITA 110 Homework Help)

Total Points 100
 
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Homework Help on Internet Programming QUIZ

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Homework Help on Internet Programming QUIZ

1-MVC inspects the constructors of the objects it is preparing to inject and, if necessary, injects any objects needed by those objects in a process known as

core attribution
dependency chaining
coupling
dependency attribution

 

2-A controller that uses dependency injection to get a class that inherits the DbContext class is _____________ to EF.

idempotent
chained
loosely coupled
tightly coupled

 

3-To configure dependency injection, which method of the Startup.cs file should contain the code that maps the dependencies?

ConfigureServices()
the constructor
DependencyInject()
SingletonInject()

 

4-Which of the following is NOT a dependency life cycle (Homework Help on Internet Programming QUIZ )

injectable
transient
singleton
scoped

 

5-Which HTML elements does the following tag helper class apply to?

[HtmlTargetElement(“input”, ParentTag = “form”)]

public class MyInputTagHelper : TagHelper {…}

<my-input> elements coded within a form
<input> or <form> elements
<my-input> or <form> elements
<input> elements coded within a form

6-Which of the following is a tag helper element?

environment
asp-area
asp-controller
asp-action

7-Which of the following class declarations is for a custom tag helper for a standard HTML element?

public class ButtonTagHelper : StandardHtmlElement
public class ButtonTagHelper : TagHelper
public class StandardButtonTagHelper : HtmlElement
public class StandardButtonTagHelper : TagHelper

8-What does the following directive do?

@addTagHelper *, GuitarShop

 

It registers all tag helpers in the GuitarShop namespace.
It registers all tag helpers available from ASP.NET Core MVC.
It registers a tag helper named GuitarShop.
It registers a tag helper named *.

 

9-Which of the following is a good way to pass data to a view component?

By adding parameters to its Invoke() method
By using URL routing
By using its TempData property
By using a Razor code block

10-Given a Book object named book, which of the following passes the Book object as the model for the partial view named _BookLinkPartial?

<partial name=”BookLinkPartial.cshtml” model=”@book” />
<partial name=”_BookLinkPartial” model=”@book” />
<partial name=”BookLinkPartial.cshtml” viewData=”@book” />
<partial name=”_BookLinkPartial” viewData=”@book” />

11-A partial view typically contains _________________ that’s used by multiple views.

HTML and Razor code
view components
CSS
entity classes

12-Which of the following statements is true?

A view component sends data to a partial view.
A partial view acts as a controller for a view component.
A view component stores all of its code in a .cshtml file.
A partial view sends data to a view component.

(Homework Help on Internet Programming QUIZ)

 
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Major Depressive Disorder Focused SOAP Note

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Major Depressive Disorder Focused SOAP Note

Major Depressive Disorder Focused SOAP Note

Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder

Patient Initials: K.W.

Gender: Female

Age: 35 years

SUBJECTIVE:

CC: “I feel down, and I fear for my job because I have lagged in most tasks for the past three months.”

HPI: K.W. is a 35-year-old female patient presenting at the clinic with complaints of feeling down most of the time. She reports that for the last three months, she has submitted most of her work assignments late and she now fears for her job, with two warnings already. K.W. reports feeling hopeless about her future. She lost her younger sister to illness one year ago, and she has struggled to recover from it. After losing her parents five years ago, she took the sole responsibility of caring for her younger sister. However, the past year her sister fell ill with pneumonia and succumbed after two months of illness. This death was a blow, making her feel she failed her parents and her sister because she was not around a lot due to job responsibilities and having no one else to take care of her sister, besides her husband, who was also out most of the time for work. The patient claims she also fears for her marriage, and she has not stopped worrying that her life is not going well for the last three months. Her feeling down and anxiety cannot let her concentrate on taking care of her family and doing her job assignments properly. K.W. has lost social contact with her friends and workmates and claims her husband is complaining of lost intimacy. K.W. struggles to fall or stay asleep, sleeping for about 2-4 hours every night. Her appetite has reduced, and she eats canned or ordered food most of the time, which her husband does not appreciate. K.W. has taken alprazolam 1mg in the past month to control her anxiety about her life, marriage, job, and future. She has also taken cannabis several times, claiming it makes her feel relaxed. Additionally, the patient claims to using alcohol, but secretly because she does not want her husband and friends to know. K.W. comes in seeking help to take control of her life again.      (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

Social History: K.W. has lived in Texas most of her life, but moved to Minnesota seven years ago for work duties. She met her husband five years ago after her parent’s death and they got married three years ago. She currently lives with her husband.

Education and Occupation History: K.W. has a Supply Chain Management Degree from Texas State University. She also completed her MBA at the same university. K.W. currently works as a procurement director at her current workplace.

Substance Current Use and History: The client claims to have used marijuana in the past month because it makes her feel relaxed. She is also secretly taking alcohol to control her stress level.

Legal History: The client denies any legal history. 

Family Psychiatric/Substance Use History: K.W. denies a family psychiatric history. Her father and mother used alcohol occasionally, especially on weekends.

Past Psychiatric History:

Hospitalization: K.W. denies hospitalization from a mental health issue. 

Medication trials: K.W. denies a history of medication trials

Psychotherapy or Previous Psychiatric Diagnosis: K.W. denies previous psychiatric evaluation

Medical History: K.W. was hospitalized in 2012 after an allergic reaction to shellfish.

  • Current Medications:W. reports taking alprazolam 1mg twice daily.
  • Allergies:W. is allergic to seafood.
  • Reproductive Hx:Sexually active. K.W. reports not using any birth control because they have been trying to have their first baby. Her last menses was one and a half months ago.

ROS:   

General: K.W. states her appetite has reduced and she feels weak when she wakes up early in the morning. Her frequent feelings of fatigue have affected her ability to do house chores for the past three months. She denies fever.

HEENT: Eyes: K.W. denies visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

Skin: No rash or itching.

Cardiovascular: Denies chest pain, chest pressure, or chest discomfort. No palpitations or edema.

Respiratory: Denies wheezes, shortness of breath, consistent coughs, and breathing difficulties while resting. (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

Gastrointestinal: K.W. reports reduced appetite, and diet changes as she mostly eats canned or ordered food. She feels nauseated after most meals. K.W. denies vomiting and diarrhea. No abdominal pain or blood. The patient reports experiencing constipation.

Genitourinary: Denies burning on urination, urgency, hesitancy, odor, odd color

Neurological: K.W. states that she experiences frequent headaches and dizziness, especially after waking up. She denies syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control. K.W. reports concentration and attention difficulties at work.

Musculoskeletal: K.W. states she experiences occasional muscle pain and weakness. She denies back pain and muscle or joint stiffness.

Hematologic: Denies anemia, bleeding, or bruising.

Lymphatics: Denies enlarged nodes. No history of splenectomy.

Endocrinologic: K.W. reports sweating when she feels anxious about her job, marriage, and life. She denies cold or heat intolerance. No polyuria or polydipsia.

 

OBJECTIVE: (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder ) 

Vital signs: Stable

Temp: 97.5F

B.P.: 125/70

P: 87

R.R.: 17

O2: Room air

Pain: 2/10

Ht: 5’5 feet

Wt: 140 lbs

BMI: 23.3

BMI Range: Healthy weight

LABS:

Lab findings WNL

Tox screen: Positive

Alcohol: Positive

Physical Exam:

General appearance: K.W. appears moody, disturbed, and stressed, breaking down in two occasions. She seems anxious about being at the clinic. However, K.W. appears well-fed and nourished and is well-groomed and dressed for the time, place, and occasion. K.W. was polite and engaged the interviewer appropriately. The patient is well-groomed. The patient addressed the interviewer in a polite and regular manner. The patient struggled to maintain concentration and attention throughout the interview. (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

HEENT: Normocephalic and atraumatic. Sclera anicteric, No conjunctival erythema, PERRLA, oropharynx red, moist mucous membranes.

Neck: Supple. No JVD. Trachea midline. No pain, swelling, or palpable nodules.

Heart/Peripheral Vascular: Regular rate and rhythm noted. No murmurs. No palpitation. No peripheral edema to palpation bilaterally.

Cardiovascular: Regular heartbeat and rhythm. K.W.’s heart rate is within normal range, and capillaries refill within two and a half seconds.

Musculoskeletal: K.W. indicated a regular range of motion and muscle mass for age. No signs of swelling or joint deformities. Muscle and back pain rated 2/10.

Respiratory: K.W. indicated regular and easy respirations without wheezes.

Neurological: K.W.’s balance is stable, gait is normal, posture is erect, the tone is good, and speech is clear. K.W. has frequent headaches and dizziness.

Psychiatric: K.W. appeared moody, disturbed, stressed, and anxious. She has insomnia and indicated impaired concentration and attention.

Neuropsychological testing: K.W. indicates impaired social, emotional, and occupational functioning. (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

Behavior/motor activity: K.W.’s behavior and engagement were appropriate and constant during the interview.

Gait/station: Stable.

Mood: Depressed and anxious mood.

Affect: Disturbed.

Thought process/associations: relatively linear and impaired.

Thought content: Thought content is inconsistent.

Attitude: K.W. was polite and engaged appropriately with the interviewer.

Orientation: K.W. was oriented to self, place, situation, and time.

Attention/concentration: K.W. indicated impaired concentration and attention.

Insight: Good

Judgment: Good.

Remote memory: Good

Short-term memory: Good

Intellectual /cognitive function: Good

Language: Clear speech and normal tone

Fund of knowledge: Good.

Suicidal ideation: Positive with no active plans.

Homicide ideation: Negative.

ASSESSMENT:

Mental Status Examination:

The 35-year-old female patient complains of feeling down and worried most of the time. She feels hopeless about her future life and fears for her job and marriage. During the assessment, K.W. was oriented to self, place, situation, and time. She expressed a depressed and anxious mood. Her thought process was relatively linear but impaired, with an inconsistent thought content. However, K.W. was polite and engaged appropriately with the interviewer. The patient indicated impaired concentration and attention. Her insight, judgment, and memory were good. Her speech was clear and her tone was normal. She indicated a good fund of knowledge. K.W. reported having suicidal ideation but is negative of any active plans. She denied any homicidal ideation. (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

Diagnostic Impression:

  1. 9 Major Depressive Disorder
  2. 1 Generalized Anxiety Disorder
  3. 81 Prolonged Grief Disorder

Differential Diagnosis:

  1. 9 Major Depressive Disorder

K.W. indicates signs of depression. K.W. reports that she feels down most of the time, especially in the last three months. She cannot complete her job assignments or house chores due to her feeling down and stressed. She fears she will get fired and break her marriage because the husband shows concerns over her late behavior, including not cooking home meals, loss of intimacy, and anti-social patterns. The patient reports feeling hopeless about her future. She has sleeping difficulties, sleeping 2-4 hours daily. The patient also reports reduced appetite and loss of concentration and attention. Per the DMS-5 criteria, for MDD to be confirmed, the patient must present with at least five of the following symptoms: sleeping difficulties, concentration, and attention difficulties, feelings of helplessness and inadequacy, feelings of tiredness and erratic energy, appetite and weight changes, suicidality, depressed mood, and psychomotor issues (Chand et al., 2021). The patient presents with at least five of these symptoms, confirming MDD.    (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

  1. 1 Generalized Anxiety Disorder

K.W. presents with signs of generalized anxiety disorder. The patient indicates an anxious mood. She is worried a lot and almost all the time about her future, her job, her marriage, and her life. The patient fears she will be fired, having received two warnings in the last three months. K.W. also fears she will break her marriage because she has demonstrated anti-social behavior, does not engage in home cooking, and has reduced intimacy, which her husband is not happy about. For GAD to be confirmed per the DMS-5 criteria, the patient has to present with intense anxiety and worry happening more days than not for a minimum of 6 months about different events or activities, difficulty controlling the worry, at least three symptoms of restlessness, fatigue, struggling to concentrate and blankness, irritability, muscle tension, sleep disturbance due to the anxiety and worry, the disturbance is not better explained by another mental illness, the anxiety, worry, and physical symptoms lead to severe clinical distress or impairment in occupational, social, and other functional areas, and the disturbance is not due to physiological effects of substance use (Munir & Takov, 2022). K.W. presents with most of the indicated symptoms, but MDD better explains the presented symptoms and she does not fit all criteria, refuting the diagnosis. Further assessment is needed during the follow-up. (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

  1. 81 Prolonged Grief Disorder (PGD)

The patient indicates signs of PGD. K.W. appears not to have recovered from grieving the loss of her younger sister to illness a year ago. The patient reports that her death was devastating because she took the sole responsibility of caring for her after their parents died five years ago. However, she was not around mostly due to work and her sister developed pneumonia, which was implicated in her death. The patient’s depressed mood and anxiety are linked to this event, and K.W. appears not to have recovered fully from it. For prolonged grief disorder to be confirmed per the DMS-5 criteria, the patient must have lost someone at least 12 months earlier (Criterion A), experience severe yearning or preoccupation (Criterion B), in addition to at least 3 symptoms of identity disruptions, avoidance, disbelief, emotional pain, struggles to move on, numbness, a sense of meaninglessness in life, and loneliness (Criterion C), for about a month, leading to distress or disability (Criterion D), exceed cultural and contextual norms (Criterion E), and the symptoms are not better justified by another mental disorder (Criterion F) (Boelen et al., 2020). K.W. presents with most of the indicated symptoms but does not fit all criteria, refuting PGD. However, the seriousness of the case requires more assessment to confirm the diagnosis of PGD.    (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

Reflection:

The interview went well and the patient provided pertinent information to guide diagnosis and treatment plan development. However, further assessment is warranted as the patient indicated being positive for most symptoms of generalized anxiety disorder and prolonged grief disorder, although these diagnoses were not confirmed in this encounter per the DMS-5 criteria. In another encounter with the patient, I would adopt GAD-7 and PGD scales to assess the two diagnoses further. I would also inquire from the husband about the experience at home and how the patient has coped with her situation. It would also be helpful to gather information from her workplace to establish robust data to guide a more specific diagnosis. (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

Engaging patients presenting with signs of depression, anxiety, a grief can be ethically challenging because the practitioner must maintain respect for persons, especially when the patient expresses disinterest, irritability, and is uncooperative. The practitioner must also promote patient autonomy, truthfulness, non-disclosure, beneficence, and nonmaleficence. For instance, when prescribing for pain management and other symptoms, the practitioner must consider harmful side effects. Treatment refusal is common, and the provider must communicate effectively to ensure the patient makes informed decisions. The practitioner should recommend strategies to promote the patient’s health, including establishing a conducive and supporting home environment, recommending social skills training, encouraging activities like exercise, yoga, and meditation, and promoting home-cooked meals with the husband (Binghamton University, 2021). The patient wants to feel her emotions and feelings recognized, acknowledged, and supported to help address them.        (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

Case Formulation and Treatment Plan:

The patient would benefit from a combination of pharmacological and psychotherapy interventions.

Safety Risk/Plan:

K.W. is suicidal with no active plans. The patient is not homicidal. Psychotherapy will help address the suicidality and hospitalization is not necessary now.

Pharmacological Interventions:

K.W. can benefit from antidepressants that will help reduce and manage depressive symptoms. The patient will be prescribed selected serotonin reuptake inhibitors like fluoxetine and citalopram as first-line treatment of depressive symptoms (Chand et al., 2021). The patient will continue with alprazolam 1 mg twice daily to address her anxiety (George & Tripp, 2023). Combining antidepressants, antipsychotics, and mood stabilizers will be more effective in achieving optimal outcomes like improving her mood and energy. The patient will also be prescribed Rozerem 8 mg, taken 30 minutes before bed, to help improve the quality of her sleep. (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

Psychotherapy:

The patient needs psychotherapy to help improve depressive, anxiety, and grieving symptoms. K.W. will receive sessions of psychotherapy for two hours, three days a week for the next one month. Family-based therapy is recommended to help assess, analyze, and reorganize essential elements in her family environment, like her relationship and intimacy with her husband, and create a supporting home environment. Cognitive behavioral therapy CBT is recommended to improve her thinking patterns and behavior by addressing the emotions and feelings of being trapped in a cycle of feelings of hopelessness, stress, down, anxiety, and worry (Chand et al., 2021). CBT will help improve K.W.’s awareness of her thoughts, feelings, emotions, and beliefs, and modify those to improve her overall mood. (Comprehensive Focused SOAP Note Psychiatric Evaluation on Major Depressive Disorder )

Major Depressive Disorder Focused SOAP Note

Education:

  1. Educate the patient about medication side effects, when to report side effects, and the importance of medication and psychotherapy adherence.
  2. Guide the patient through lifestyle changes like healthy eating and physical activity.
  3. Recommend participating in support groups and group therapy to address the anti-social behavior.

Consultation/follow-up: Follow-up is in two weeks for further assessment. (Comprehensive Focused SOAP Note Psychiatric Evaluation on  Major Depressive Disorder )

References

http://Binghamton University. (2021, September 3). Depression. Health Promotion and Prevention Services – Binghamton University. https://www.binghamton.edu/hpps/mental-health/depression.html Boelen, P. A., Eisma, M. C., Smid, G. E., & Lenferink, L. I. M. (2020). Prolonged grief disorder in section II of DSM-5: a commentary. European journal of psychotraumatology, 11(1), 1771008. https://doi.org/10.1080/20008198.2020.1771008 Chand, S. P., Arif, H., & Kutlenios, R. M. (2021). Depression (Nursing). In: StatPearls [Internet]. StatPearls Publishing. George, T. T., & Tripp, J. (2023). Alprazolam. In: StatPearls [Internet]. StatPearls Publishing.  https://www.ncbi.nlm.nih.gov/books/NBK538165/ Munir, S., & Takov, V. (2022). Generalized Anxiety Disorder. In: StatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK441870/

 
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El Nino And La Nina

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El Nino And La Nina

El Nino And La Nina

1) What months and/or seasons do we typically experience the effects of El Nino and La Nina? (0.75 pt)

El Niño and La Niña events typically affect weather patterns globally, albeit in different ways. Here’s a general outline of when these effects are commonly felt:

El Niño:

    • El Niño events typically develop during the late fall or winter in the Northern Hemisphere (October to December) and peak during the winter months (December to February).
    • Effects of El Niño can persist into the early spring months of the following year.

La Niña:

    • La Niña events also typically develop during the late fall or winter in the Northern Hemisphere.
    • They can peak during the winter months (December to February) but may persist into the spring.
    • La Niña events can sometimes follow El Niño events, though not always immediately.

2) What are the predicted chances (according to scientists) that we will experience the effects of El Nino and/or La Nina from this point forward and for the next several months?  Have we experienced El Nino and/or La Nina effects in the recent past (within one year)? (0.75 pt)

3) Describe and contrast the basic conditions of the Pacific Ocean, and what basically causes these conditions, that lead to El Nino and La Nina events. (2 pts)

Basic Conditions of the Pacific Ocean

Normal Conditions (Neutral ENSO):

Under normal conditions, trade winds blow from east to west across the tropical Pacific, pushing warm surface waters towards the western Pacific (near Indonesia and Australia).

This results in cooler waters upwelling along the western coast of South America (Peru and Ecuador), creating a temperature gradient across the equatorial Pacific Ocean.

El Niño Conditions:

During an El Niño event, there is a weakening or reversal of the trade winds.

This weakening reduces the upwelling of cold water along the South American coast and allows the warm surface waters accumulated in the western Pacific to flow eastward towards the central and eastern Pacific.

As a result, sea surface temperatures (SSTs) become significantly warmer than average in the central and eastern Pacific, particularly near the coast of South America.

This change in SST patterns alters atmospheric circulation patterns globally, impacting weather and climate in various regions.

La Niña Conditions:

In contrast, during a La Niña event, the trade winds strengthen, enhancing the normal pattern.

This intensification increases the upwelling of cold water along the South American coast, leading to cooler than average SSTs in the central and eastern Pacific.

La Niña events are characterized by cooler waters in the central and eastern Pacific, which also affect global atmospheric circulation patterns but in different ways compared to El Niño.

Causes of El Niño and La Niña Events

Ocean-Atmosphere Coupling: The interactions between the ocean and the atmosphere in the tropical Pacific are crucial for the development of El Niño and La Niña. Changes in sea surface temperatures influence atmospheric circulation, which in turn affects ocean currents and temperatures.

Southern Oscillation: The atmospheric component of ENSO, known as the Southern Oscillation, involves changes in atmospheric pressure patterns over the tropical Pacific. During El Niño, the Southern Oscillation Index (SOI) tends to be negative, indicating a weakening of the normal east-west pressure gradient. During La Niña, the SOI tends to be positive, indicating a strengthening of this gradient.

Triggering Mechanisms: The initial triggers for El Niño or La Niña events can vary, but they often involve interactions between oceanic and atmospheric conditions. These triggers can include changes in sea surface temperature patterns, shifts in wind patterns, or changes in the distribution of warm and cold water masses in the Pacific Ocean.

El Niño and La Niña events are fundamentally driven by changes in sea surface temperatures and atmospheric pressure patterns in the tropical Pacific Ocean. These changes disrupt normal climate patterns globally, influencing weather phenomena such as rainfall patterns, droughts, and temperature anomalies in different regions around the world.

4) What are the basic weather/climatic effects both El Nino and La Nina may cause across the United States?  Address each basic region of the U.S. (the NW, SW, MW, NE, and SE). (2 pts)

5) List at least two sources of information/references you used to research your answers.  Be sure to properly cite the references as per MLA or APA guidelines for purposes of clarity. (0.5 pts)

References

https://oceanservice.noaa.gov/facts/ninonina.html#:~:text=El%20Ni%C3%B1o%20and%20La%20Ni%C3%B1a%20are%20climate%20patterns%20in%20the,that%20can%20affect%20weather%20worldwide.&text=Warmer%20or%20colder%20than%20average,to%20see%20how%20this%20works.

https://www.climate.gov/enso

 
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Economist Herman Daly

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Economist Herman Daly

Economist Herman Daly characterizes neo-classical economic theory as being analogous to a biologist trying to understand the functioning of an animal by considering only its circulatory system and ignoring its digestive system which connects the animal “firmly to the environment at both ends!” How is this analogous to neo-classical economic theory? What kind of environmental problems does this kind of neo-classical economic thinking lead to? Explain and provide examples. Must be minimum 400 words with at least 1 reference (Economist Herman Daly)

[NOTE: Carefully compare the anatomy of the circulatory system with the anatomy of the digestive system before answering this question: The circulatory system includes the heart and the blood vessels. The digestive system includes the mouth, esophagus, stomach, intestines, and anus.

Answer

Economist Herman Daly

Herman Daly’s analogy of neo-classical economic theory likened to a biologist focusing only on the circulatory system of an animal and ignoring its digestive system highlights a critical perspective on how traditional economics often neglects the interconnectedness between the economy and the environment. (Economist Herman Daly)

Analogy to Neo-Classical Economic Theory:

Focus on Market Transactions (Circulatory System):

Neo-classical economics typically emphasizes market transactions, prices, and GDP growth as the primary indicators of economic health.

This focus mirrors the biologist examining the circulatory system, which deals with the flow of resources (money, goods, services) within the economy.

Neglect of Environmental Inputs and Outputs (Digestive System):

Just as ignoring the digestive system would overlook how an animal interacts with its environment (input of nutrients, output of waste), neo-classical economics often neglects the environment’s role as a source of resources (inputs) and a sink for waste and pollution (outputs).

Daly argues that the economy, like an animal’s digestive system, is firmly connected to the environment at both ends. Inputs from the environment (natural resources) are essential for economic production, and outputs (pollution, waste) affect the environment’s capacity to sustain life and economic activities.

Environmental Problems Due to Neo-Classical Economic Thinking

Overexploitation of Natural Resources

Neo-classical economics often promotes the idea of limitless growth based on resource extraction. This can lead to overexploitation of natural resources such as forests, minerals, and fisheries, depleting these resources faster than they can regenerate.

Example: Deforestation driven by logging industries without sufficient consideration for forest regeneration or biodiversity loss.

Environmental Degradation and Pollution

Neglecting the environmental costs of economic activities can result in pollution and environmental degradation.

Example: Industrial emissions of greenhouse gases contributing to climate change, water pollution from industrial waste, and agricultural runoff causing eutrophication. (Economist Herman Daly)

Externalities and Market Failures

Neo-classical economics often struggles to account for externalities, where the costs or benefits of economic activities are not reflected in market prices.

Example: The costs of environmental damage (e.g., health impacts from pollution) are not borne by the polluters but by society or future generations.

Loss of Ecosystem Services

Ecosystem services provided by natural ecosystems (such as pollination, water purification, climate regulation) are undervalued or ignored in traditional economic models.

Example: Wetlands destruction leading to loss of flood regulation services, exacerbating flood risks for nearby communities.

Conclusion

Herman Daly’s analogy critiques the narrow focus of neo-classical economics on market transactions and economic growth while neglecting the broader ecological context in which economic activities occur. This neglect can lead to unsustainable resource use, environmental degradation, and social costs that are not accounted for in economic decision-making. Recognizing the interconnectedness between the economy and the environment is crucial for addressing environmental challenges and achieving sustainable development. (Economist Herman Daly)

References

https://www.amazon.com/Beyond-Growth-Economics-Sustainable-Development/dp/0807047058

https://www.globalforestwatch.org/

https://www.millenniumassessment.org/documents/document.356.aspx.pdf

 
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Biome And Ecosystem

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Biome And Ecosystem

Pick a biome and ecosystem and create a 500-700-word essay addressing   the following:

  • Refer to the infographic provided and chose a biome to describe with an example ecosystem.
  • Provide one example of a keystone species found in the biome/ecosystem. Why is this keystone species important to the biome/ecosystem?      What defines it as a keystone species? (Biome And Ecosystem)

The Amazon Rainforest Ecosystem 

The Amazon Rainforest, the largest tropical rainforest on Earth, is a biome teeming with biodiversity. This biome spans over nine countries in South America, with the majority located in Brazil. Known for its dense canopy and diverse species, the Amazon Rainforest plays a vital role in regulating the global climate and sustaining an array of ecosystems. Within this lush biome, one finds the intricate Amazon River Basin ecosystem, home to countless species, each contributing to the balance and health of this environment. (Biome And Ecosystem)

Biome And Ecosystem

The Amazon River Basin Ecosystem

The Amazon River Basin ecosystem is characterized by its vast river network, tropical climate, and rich biodiversity. This ecosystem supports a variety of flora, such as towering trees, understory shrubs, and a plethora of epiphytes. These plants form the structural basis of the rainforest, providing habitats and food for numerous animal species.

The fauna of the Amazon River Basin includes a wide array of insects, amphibians, reptiles, birds, and mammals. Iconic species such as jaguars, harpy eagles, and anacondas exemplify the diversity of this ecosystem. Furthermore, the river itself teems with aquatic life, including piranhas, electric eels, and the endangered Amazon river dolphin.  (Biome And Ecosystem)

Keystone Species: The Jaguar

In the Amazon Rainforest, the jaguar (Panthera onca) stands out as a keystone species. This apex predator is crucial for maintaining the ecological balance within its habitat. Jaguars primarily prey on herbivores, such as capybaras, peccaries, and deer. By regulating these populations, jaguars prevent overgrazing and help maintain the vegetation cover essential for other species.

Additionally, the presence of jaguars affects the behavior of other predators and prey, creating a balanced ecosystem. For example, their predation on smaller carnivores, like foxes and ocelots, ensures these species do not deplete the populations of smaller prey animals, allowing for a diverse and stable food web.(Biome And Ecosystem)

Importance to the Biome

The jaguar’s role extends beyond population control. Their hunting activities contribute to nutrient cycling within the rainforest. By consuming various prey, jaguars aid in the redistribution of nutrients through their waste, enriching the soil and promoting plant growth. This nutrient cycling is vital for the lush vegetation characteristic of the Amazon Rainforest.

Moreover, the jaguar’s presence indicates a healthy ecosystem. As a top predator, their survival depends on the availability of prey and intact habitats. Thus, a thriving jaguar population signifies a well-balanced and biodiverse environment. Their status helps scientists monitor the overall health of the rainforest and guides conservation efforts. (Biome And Ecosystem)

Defining a Keystone Species

A keystone species is defined by its disproportionately large impact on its environment relative to its abundance. Jaguars exemplify this definition through their crucial role in regulating prey populations and maintaining ecological balance. Without jaguars, herbivore populations could explode, leading to overgrazing and the subsequent decline of plant species.

This decline would trigger a cascade of negative effects throughout the ecosystem. Reduced plant cover would lead to soil erosion, loss of habitat for other species, and diminished biodiversity. Thus, the jaguar’s role as a keystone species underscores its importance in preserving the intricate web of life within the Amazon Rainforest.

Conclusion

The Amazon Rainforest, with its unparalleled biodiversity and ecological complexity, relies on keystone species like the jaguar to maintain its health and stability. Jaguars regulate prey populations, contribute to nutrient cycling, and indicate ecosystem health, making them indispensable to the rainforest’s integrity. Understanding the jaguar’s role highlights the interconnectedness of species within the Amazon River Basin ecosystem and the importance of conserving this majestic predator. Protecting jaguars ensures the preservation of one of the Earth’s most vital and vibrant biomes. (Biome And Ecosystem)

  • Provide an example of an invasive species found in the biome/ecosystem.  What are some of the negative impacts this invasive species has on the     ecosystem?  What is being done to mitigate impacts?
  • Provide one example of an endangered species found in the biome/ecosystem.  Briefly discuss the causes of the decline in the species and what is being done to help.

Please include at least three academic sources and make sure all sources are cited in your essay.

References

https://www.rainforest-alliance.org/

 

 
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Soil Cycling

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Soil Cycling

Soil Cycling

Soil is very important for nutrient cycling and is an integral part of biogeochemical cycles.  For each of the biogeochemical cycles you have learned (carbon, nitrogen, sulfur, phosphorus, hydrologic) answer/describe the following questions as it relates to soil and biogeochemical cycles.

1) In what forms (compounds/molecules/states/phases) does each exist within soil? (1 pt)

  • Nitrogen

Ammonium (NH4+)
Nitrogen exists in soil as ammonium, a positively charged ion readily absorbed by plants. It forms through organic matter decomposition.

Nitrate (NO3-)
Nitrate, a negatively charged ion, is another key form of nitrogen. It results from nitrification of ammonium by soil bacteria.

Organic Nitrogen
Organic nitrogen is found in soil organic matter, including proteins, amino acids, and humus. It mineralizes into ammonium.

Nitrogen Gas (N2)
Nitrogen gas exists in soil air spaces. Soil bacteria convert it into usable forms through nitrogen fixation.

  • Phosphorus

Phosphate Ions (H2PO4-, HPO42-)
Phosphorus in soil primarily exists as phosphate ions. Plants absorb these ions directly from soil solution.

Organic Phosphorus
Organic phosphorus resides in soil organic matter. Microorganisms decompose it, releasing phosphate ions for plant use.

Calcium Phosphate Minerals
Phosphorus also exists in insoluble minerals like calcium phosphate. These minerals slowly dissolve, releasing phosphate ions.

  • Potassium

Potassium Ions (K+)
Potassium exists in soil as potassium ions. These ions are easily absorbed by plant roots from the soil solution.

Fixed Potassium
Fixed potassium resides in clay minerals. It becomes available to plants through weathering and soil microbial activity.

Organic Potassium
Organic matter contains organic potassium. Microorganisms decompose it, releasing potassium ions into the soil solution.

  • Sulfur

Sulfate Ions (SO42-)
Sulfur primarily exists in soil as sulfate ions. Plants absorb these ions from the soil solution.

Organic Sulfur
Organic sulfur is found in soil organic matter. Microbial decomposition releases sulfate ions from these compounds.

Elemental Sulfur (S)
Elemental sulfur exists in soil, often from fertilizers. Soil bacteria oxidize it to sulfate, making it plant-available.

  • Calcium

Calcium Ions (Ca2+)
Calcium in soil exists as calcium ions. These ions are readily absorbed by plant roots.

Calcium Carbonate (CaCO3)
Calcium carbonate is a common soil mineral. It neutralizes soil acidity and provides calcium ions upon dissolution.

Calcium Phosphate
Calcium also exists in calcium phosphate compounds. These compounds release calcium ions slowly as they dissolve.

  • Magnesium

Magnesium Ions (Mg2+)
Magnesium exists in soil primarily as magnesium ions. Plants absorb these ions from the soil solution.

Magnesium Carbonate (MgCO3)
Magnesium carbonate is a mineral form of magnesium. It dissolves slowly, providing a steady supply of magnesium ions.

Organic Magnesium
Organic matter contains organic magnesium. Microbial decomposition releases magnesium ions for plant uptake.

2) What role or importance does each cycle play in regard to nutrient cycling?  To organisms? (1.5 pts)

3) Describe what most plays a role in the cycling of each? (organisms? chemical reactions? other?; 1.5 pts)

4) Describe two different examples of how different cycles may interact with one another in the soil. (1 pt)

5) Describe South Florida soil.  Particularly address the layers of soil (O-A-E-B-C-bedrock) present (or absent) and its constituents (what it is made of).  Do not just copy and paste this answer from a website, even if you properly cite it…describe in your own words. (1 pt)

References

https://www.soils.org/membership/divisions/

https://sarep.ucdavis.edu/sustainable-ag

 
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