ENMT 301: Clearing Up Common Misconceptions

ENMT 301: Clearing Up Common Misconceptions

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ENMT 301: Clearing Up Common Misconceptions

Week 5 Discussion

DQ2 Clearing Up Common Misconceptions

Climate change and stratospheric ozone layer depletion are two major global environmental issues of our time. Closely related to climate change is the widely discussed issue of alternative energy sources. Yet, there are still a lot of misconceptions surrounding these issues.

Pick one of the erroneous statements below and correct them, briefly explaining why they are incorrect based on scientific evidence and scholarly sources or by going back to definitions and using them clearly.

#1. The greenhouse effect and global warming are the exact same thing.

#2. Global warming means that the weather will be warmer and generally “nicer”. The cooler than usual winters and milder and rainy summers show that global warming is not happening.

#3. Stratospheric ozone depletion causes global warming.

#4. Carbon dioxide (CO2) causes stratospheric ozone depletion.  (This is a good time to review CHEM 297 to explain why this statement is incorrect.)

#5. Ozone pollution is not a serious air pollution problem. In fact, it can help solve the ozone layer problem.

#6. Electric cars are not better than gasoline-powered cars because electricity is mostly produced from coal, so total carbon emissions are about the same.

#7. Renewable energy is too expensive. It would hurt the economy to make a switch from fossil fuels to renewable energy.

#8. Biofuels are an environmentally friendly alternative to gasoline, because they are renewable and a carbon-free source of energy.

Please select a statement not previously covered by one of your classmates or add on to what your classmates have discussed with additional insights.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

ENMT 301 Week 3 DQ 3

ENMT 301 Week 3 DQ 3

 

ENMT 301 Week 3 DQ 3

First of all, please explore UMUC career services as it is free and can be very helpful.

Please go to: https://careerquest.umuc.edu:

If you already have a Career Quest account, login using your UMUC sign-on and password.

If you do not have a Career Quest account, click on “Join Community!”

Fill out the required information.

This activity takes approximately 20 minutes to complete.

If you have questions, email careerservices@umuc.edu or call 240-684-2720 for assistance.

Now that you are on Career Quest, explore what is available to you.

Which careers in environmental management interest you most? Search for job opportunities for these in these careers in Career Quest and report 3-5 relevant careers that you found.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links

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Jerome Cauthen Ihuman case study

Jerome Cauthen Ihuman case study

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Jerome Cauthen Ihuman case study

Question description

After completing your iHuman Case Study, answer the following questions:

  • What is your list of appropriate differential diagnoses and why?
  • What is the final diagnosis and what assessment findings serve to support this?
  • What are the specific auscultation palpation findings of the abdomen that are normal versus abnormal?
    Differential Diagnosis Lead or Alt | MnM
    appendicitis lead
    peptic ulcer disease (PUD) alt
    pancreatitis, acute alt
    small bowel obstruction (SBO) alt

    Lipase 51 and WBC 7880 positive for acute appendicities

Case Study: End Of Life Decisions

Case Study: End Of Life Decisions

The practice of health care providers at all levels brings you into   contact with people from a variety of faiths. This calls for knowledge   and understanding of a diversity of faith expressions; for the purpose   of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the   Christian worldview, and the worldview questions presented in the   required topic study materials you will complete an ethical analysis   of George’s situation and his decision from the perspective of the   Christian worldview.

Provide a 1,800-2,000-word ethical analysis while answering the   following questions:

  1. How would George interpret his suffering in light of the     Christian narrative, with an emphasis on the fallenness of the   world?
  2. How would George interpret his suffering in light of     the Christian narrative, with an emphasis on the hope of   resurrection?
  3. As George contemplates life with amyotrophic     lateral sclerosis (ALS), how would the Christian worldview inform     his view about the value of his life as a person?
  4. What     sorts of values and considerations would the Christian worldview     focus on in deliberating about whether or not George should opt for   euthanasia?
  5. Given the above, what options would be morally     justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you     were in George’s situation?

Remember to support your responses with a minimum of 4 citations and references from the topic study materials.

Prepare this assignment according to the guidelines found in the APA   Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to   beginning the assignment to become familiar with the expectations for   successful completion.

You are required to submit this assignment to LopesWrite. Refer to   the for assistance.

Fire Fighting

Fire Fighting

Section one

There exists a myriad of reasons that triggered the City of Washington Distribution Warehouse fire. Every industry puts up measures that can prevent itself from fire, and Washington Distribution Warehouse was no exception. It is essential to address the factors that led to the fire by understanding the building’s components and having a clear knowledge of the available fire suppression systems.

Following the background check conducted after the ordeal, an individual can realize that storing combustible materials more than the required amounts in the warehouse led to the fire outbreak. Individuals in the warehouse failed to realize that the management of flammable and combustible materials is a critical fire prevention and protection issue (Mariappan, 2016). Therefore, the individuals failed to keep potential fuel away from ignition sources, thus the outbreak of the fire, which caused great damage to the warehouse. Also, it was discovered that the warehouse experienced a power outage, a forklift that severely damaged the structure, which led to a welding activity that generated flying sparks on cardboard boxes. The fire alarms in the warehouse failed to go off; thus, people did not soon realize what was going on in the building and thus evacuate.

According to the background check, an individual can also realize several mistakes regarding the warehouse’s fire suppression system and lack of sufficient knowledge regarding fire suppression efforts. For instance, one can realize that the warehouse’s lighting system was not effective, which made it hard for individuals to vacate the area. Also, one can realize that most of the materials in the warehouse were combustible materials. However, to prevent future occurrences, the relevant stakeholders need to educate their employees on fire safety measures to reduce the damage resulting from a fire occurrence. Also, individuals in the industry should work towards grounding and bonding the fire pump to prevent fire occurrences.

Section two

Following the events that led to the City of Washington Distribution Warehouse fire, it was right to use foreign-made fire pump because there were no existing locally made fire pumps. There was a dire need for the renovations to be completed within a short period and the fire pumps that were required were not available at that particular time. Also, the water supply system could not provide enough pressure to meet the requirements of the square footage, so a fire pump was necessary (Fewings & Henjewele, 2019). Although the Underwriters Laboratory did not approve the fire pump, it met the International Organization for Standardization standards. Individuals should realize that in life, individuals have to make hard decisions in particular situations. Therefore, the contractor had no choice but to use the foreign fire pump to meet the short deadline.

From the contractor’s decisions, one can realize that he made a short-term benefit that was guaranteed compared to a long-term benefit that had no guarantee. Although the fire pump had passed all the international standards, it had not been approved by the Underwriters Laboratory; thus, there was no guarantee that it would hold for long (Dole & Hurych, 2009). The contractor’s move meant that the warehouse would embark on its operations while waiting for locally made fire pumps. Individuals are encouraged to use locally produced goods to promote the local market, but people can always use foreign goods if the local ones are not readily available.

References

Dole, W. V., & Hurych, J. M. (2009). Using Kidder’s dilemma paradigm to resolve conflicts in library core values. New library world.

Fewings, P., & Henjewele, C. (2019). Construction project management: an integrated approach. Routledge.

Mariappan, T. (2016). Recent developments of intumescent fire protection coatings for structural steel: A review. Journal of fire sciences34(2), 120-163.

Fire Fighting

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Paper details

Part 1: Scenario-Based Case Study

The course project is a scenario-based case study, which will be due in Unit VIII. A scenario-based case study is similar to other case studies you may have experienced. The scenario-based case study used in this course provides descriptive information and data to help you make decisions as if you were actively participating in a real-life investigation of a warehouse fire. There are eight assignments for the scenario-based case study (one per unit). You will complete and submit Part 1, Sections I and II of the course project in this unit. Use APA level one headings for each section. The heading should be indicative of the major section to follow. Here is a tutorial on level headings.

For the course project, you will utilize what you learn throughout the course to solve a real-world problem of what fire protection is needed to create plausible actions, concepts, or inventions to solve fire protection deficiencies that resulted in a large-scale fire in a warehouse distribution center.

From Unit I through Unit VII, you will complete one part of your recommendation in each unit, and in Unit VIII, you will write an executive summary and conclusion. You will then compile all parts into one document as your final project. You can arrange each part in any order you would like before submitting the final project. For instance, this assignment about fire pumps is covered in Chapter 6 of the textbook; however, you may choose to cover fire protection, detection, and suppression systems (completed in Unit II) as the first part of your final project and to place fire pumps after another topic of your choice. You are able to organize the final report sections in any order that makes logical sense to you.

During each part, you will prepare a well-organized narrative consisting of two sections. Only submit the assignment for that unit until the final case study is compiled from all units and submitted as a single document in Unit VIII. However, you should evaluate and revise the recommendations as needed during the process for each previous unit as you learn more during the progression of this course.

This scenario-based case study is designed to draw upon your imagination to think creatively on potential concerns with fire and explosive hazards, fire controls, and fire and emergency management. You should look at fire protection technology in a holistic way. This way of design thinking is significantly different from what was previously designed by thinking in isolation. You will evaluate and develop recommendations to resolve potential fires in the future.

Please click here to view the background information of the scenario.

Through the scenario-based case study process, you will begin developing a tool that will synchronize suggestions to improve life safety. You will accomplish this by utilizing recommendations to improve fire protection after a warehouse distribution center fire.

Section I

Section I will address the foreign-made fire pump and your recommendations after reviewing the background information.

Your narrative will consist of your evaluation of the foreign-made fire pump and your choice of fire pump that you would recommend for the rebuild of the warehouse. The background information will provide you the needed material to identify the basic components common to fire protection for the City of Washington Distribution Warehouse. As you review the material, make sure you do the following actions:

  1. examine what contributed to the fire,
  2. analyze building components and existing fire suppression systems, and
  3. prepare and disseminate recommendations.

Fire protection design involves an integrated approach where designers need to analyze the building’s use, occupancy, footprint, and existing fire protection systems or components. This assignment is not looking for compliance with building codes nor expecting you to be a fire protection system designer. However, the purpose of this assignment is for you to apply the concepts and knowledge you learned in this unit as you begin writing your final project covering protection systems that will detect, contain, control, and extinguish a fire. In addition, this assignment provides you with the opportunity to use your skills, expertise, and experience to enrich your response.

Section II

Section II will address the ethical dilemma of using the foreign-made fire pump, as described in the Points to Ponder Scenario within this unit, as a right versus right action or a right versus wrong action.

As we saw in the unit lesson, Kidder (1995) described four basic paradigms that deal with most ethical dilemmas of right versus right choices. He believed ethical decisions often involve choices of the individual versus community, truth versus loyalty, short-term versus long-term, and justice versus mercy. Pick one of the paradigms below, and answer the question.

  • Is it right to use the foreign-made fire pump because others were not available in order to provide fire protection so the warehouse could re-open and the workers could go back to work?  -OR-
  • Do you believe using the fire pump dilemma was a right versus wrong action based on your own values, professional ethics, and institutional values?

For this assignment, you will write a two-page narrative (one page per section) supporting your positions. You must have a title page and references page. An abstract is not required. You may use information from reputable, reliable journal articles, case studies, scholarly papers, and other sources that you feel are pertinent. You should use at least three sources, one of which must be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations following proper APA style.

Renaissance Art History

Renaissance Art History

Many factors played a significant role in the growth of the Renaissance in various parts of the globe. For instance, intensified knowledge of the surroundings and the stimulation of conventional learning. Besides, due to societal and financial alterations such as the augmented collective flexibility, the art became more popular in different parts of the world.

Influences and significant characteristics of 14th-century art in Italy

The Italian Renaissance in the 14th century was a revival of traditional standards in art. During the 14th century, the majority of individuals in Italy supposed that the cruel ways of life of the Dark and Early Middle Ages had castoff the great imaginative values set by the medieval Romans and Greeks. As a result, to regenerate these lost beliefs, it was substantial for art to review its path and make some significant changes (Sayre, 2010). This journey triggered a restoration of specific imaginative standards from the classical period, which were brought together with present-day concepts to form the dire foundations of art during the Italian Renaissance. Certain factors influenced the Renaissance of Italian art. For example, naturalism which involved a search for the excellence of the artwork which was inspired by the naturalism of conventional statue. Humanism also played a substantial role in influencing the attitude of Classical humanism, which was discovered in the steady modification from spiritual to the nonspiritual subject matter in art (Hopt, 2011). A perspective drawing also played a role in influencing Italian art. It encompassed the development of perspective depiction as the regular means of consolidating the three-dimensional complexity of an image. The new media and techniques also influenced Italian art. It included the advancement of a media and approaches which were substantial to achieving a greater naturalism in art.

The majority of the arts in Italy during the 14th century depicted sacred descriptions such as those of the Virgin Mary. Art being universal and going beyond gender, age, race, and nationality, it was used to depict the religious beliefs of the people in Italy. Besides, it was used to inspire, strengthen, and uplift the spiritual mind of the Italian people (Hopt, 2011). Other arts that depicted prominent religious individuals such as Jesus were considered holy and were used as worship and prayer.

Another characteristic of Italian art is that it made it possible for artists to express themselves rationally. It allowed such individuals to draw diagrams that expressed their feelings. For instance, they would bring sculptures that depicted feelings of happiness, sorrow, and anger (Sayre, 2010). Besides, the art during this time was characterized by the desire to promote education, which would enlighten individuals and hence make it possible for them to speak and write eloquently and thus make it possible for individuals to engage the civic life of the relevant communities.

Art in Northern Europe during the 15th century

Like most of Europe, Northern Europe was welcoming a season of development in the 15th century, reinforced by fresh affluence from global trade markets. Soon, critical artistic centers developed in the Netherlands, Belgium, and Germany. These artists were intellectually and artistically connected to the artists of the Italian Renaissance. For instance, they acquired their motivation from the languages and works of medieval times, and they believed in the social capability for self-improvement. However, they developed their unique styles. The basis of this style came from the use of different materials (Stokstad, Cothren &Asher, 1999). Most of Europe in the 15th century was painting on plaster walls, but Northern Europeans almost exclusively painted on wood panels. Even more significantly, while the rest of Europe was painting with an egg-based paint called tempera, Northern Europeans began exploring the potential of oil paint. Both styles of makeup involved using a liquid substance to bind pigments together, but oil paint dried much more slowly and evenly and could not bleed, meaning multiple colors could be added to the same image without waiting for it to dry first.

Oil painting expresses the art of the 15th century in Northern Europe. Artists in this part of the world came to realize that the art could be functional in both thick and thin coatings, which made it possible for artists to generate diverse, complex particulars. In a nutshell, unlike in Italy, where artists created idealized figures, and scenes artists in Northern Europe dwelt more on symbolism (Snyder, Silver& Luttikhuizen, 1985). As a result, individuals were able to relate to the sculptures as they expressed different things and situations that people experienced in life.

Another characteristic of art in Northern Europe during the 15th century is that it depended on an experimental outlook, in contrast to Italy, that was grounded on statistics. Artists in the north made attempts to discover unknown things in the globe with detailed surveillance of all objects, capturing every single feature. The artists gained knowledge from direct observation and their familiarity with the uniformity of things. In a nutshell, they drew what they observed. Besides, unlike in Italy, where artists mainly focused on drawing sculptures that were related to religious beliefs, artists in the north were more open-minded (Snyder, Silver& Luttikhuizen, 1985). They brought sculptures that referred more to people’s way of life and hence tended to express their ideas towards different things in life. As a result, when the church ceased from having a significant influence on artistic work in different parts of the world, Northern Europe was not affected much.

Artists in Northern Europe also played a significant role in pushing for the establishment of a printing press in that part of the world. When individuals acquired knowledge on issues related to the printing press, tremendous changes occurred in society. Individuals started using published manuscripts as a way of quickly passing information among individuals. Educated individuals reaped the benefits of the press, and individuals involved in politics shared their ideologies with electorates through printed materials (Snyder, Silver& Luttikhuizen, 1985). Another essential element is that people could now read and increase their knowledge more easily compared to the olden days, which in turn amplified the discussion and development of new ideas.

There exist a couple of key examples of artistic works in Northern Europe during the 15th century. For instance, Arnolfini Double Portrait (1434) by Jan van Eyck. Every part of the artwork has a hidden meaning. For instance, the dog in the image symbolizes fidelity while the fruit signifies wealth or temptation. This painting is, therefore, a standard for the study of iconography, a technique of understanding works of art by interpreting representational meaning.

Art in Italy during the 15th century

At the end of the middle Ages, art across Europe and especially in Italy was controlled by an attractive and well-recognized style. For instance, the ornate, which contained dazzling color and decoration, replicated chivalrous sensitivities, which continued to attract different individuals from different parts of the world as the art continued to spread across the globe. As time went by, individuals continued to accept new methods (Snyder, Silver& Luttikhuizen, 1985). Besides, upcoming artists increasingly got influenced by ideas from humanists. The humanists’ Renaissance of the texts and diagrams derived from ancient Greece and Rome focused their attention on personalities and especially on matters related to individual views about the world. For instance, they used sceneries to depict nature as experienced in real-life situations. The painters also took their time and observed how men conducted themselves and came up with innovations that surprised generations. Artists also assumed an exceptionally spontaneous and lyrical attitude to the environment. The physic of human beings also drew intensified devotion. Unlike before, artists were now able to come up with large artistic works that portrayed nudity (Lipinski, 2014). Besides, in certain situations, they assumed postures taken from conventional sculptures. And in photography, too, alterations arose, as persons had their physics chronicled in three-quarter views that depicted individual conduct and personality.

Italian art in the 15th century was characterized by the presence of linear perspectives in painting. Linear perspective played a significant role in avoiding distortion of straight lines. Besides, it helped avoid the foreshortening of substances or reserves, which were parallel to the picture plane. As a result, there was the creation of a new relationship between viewers and the painting. Besides, it led to the production of scientifically convincing images.

Art in Italy during the 15th century was also characterized by human inspiration. Through art, artists could tell a story regarding a certain topic. For instance, they could express their dissatisfaction regarding political leadership through paintings (Burke, 2009). Such a painting could inspire political leaders to make an adjustment on their leadership for the greater good of the people. Besides, artists could depict intimate relationships through paintings. For instance, they could paint nudes to depict a romantic relationship between a man and a woman.

Some of the examples of arts in Italy during the 15th century include The Feast of Herod, Siena Cathedral baptismal font, c. 1425 by Donatello. The sculpture shows King Herod receiving the head of John the Baptist in horror. Another example of a sculpture is that of The Dead Christ, 1501 by Mantegna. The sculpture tries to show the significance of the death of Christ to Christians. According to Christians, Jesus died for the redemption of the sinful human race.

16th-century art in Northern Europe

The sixteenth century in Northern Europe experienced grave spiritual disorders and tremendous financial changes. The field of art also experienced considerable changes as individuals embraced the application of oil paints and the recurrence of Conventional themes. As a result of the condemnation of specific spiritual beliefs such as decorating religious institutions, painting took a drastic turn. For instance, Albrecht Durer’s painting The Four Apostles illustrates the Protestant opposition to the pope, as well as a reconsidering of the place of art in religious settings. Due to the experience in personal shifts in religious conviction, artists started expressing the relevant changes that were taking place in society (Lipinski, 2014). Besides, the painting’s original location also started indicating a great deal about the contemporary religio-political climate.

The 16th century also saw the revival of Classical motifs and themes which used to be so popular in the Italian peninsula. The majority of the artworks that were produced during this period embraced Classical, pagan devices with Christian narratives. Besides, the period saw the development of a patron relationship. Artists started being viewed as more than mere craftsmen.

During the middle Ages, painters were seen as artisans or craftspeople and thus were accorded little or no respect. They lived under the mercies of individuals who purchased their work. However, due to the newly acquired knowledge, the lives changed drastically. For instance, they started receiving the respect that was given to other professionals in society, such as mathematicians and scientists (Burke, 2009). Besides, they started living good lives as paintings gained prominence and were sold at a substantial amount of money. They were therefore motivated, which attracted a myriad of other individuals in the field of art.

Certainly, sketches continued to act as a sort of status symbol. Leaders and other influential people in the community ordered their portraits from highly recognized artists. The artists also adopted the art of combining portrait painting with commentary. Besides, artists perfected the art of distorting images to signify modern awareness in visual impressions and anamorphosis. For instance, Holbein’s painting of The French Ambassadors is a perfect example of portrait painting with commentary.

16th-century artwork in Italy

In the 16tcentury, artists in Italy started curving marble statutes. They also learned to depict human figures in a way that was both highly realistic and much idealized. The statues perfectly represented Renaissance ideals as the artists greatly valued the Classical traditions of ancient Rome and Greece (Capodicasa, Fedi, Porcelli & Zannoni, 2010). Besides, the statues represented multiple levels of meaning. The sculptures were also drawn on the plaster of a wall or ceiling. The use of illusions to make the figures also looked as if they were 3-dimensional and religious art was very popular in the Renaissance. Mannerism emerged during the 16th century in Italy. Mannerism is notable for its intellectual sophistication and its artificial qualities, such as elongated proportions, stylized poses, and lack of a clear perspective as opposed to being naturalistic (Biggs &Clay, 1987). Architectural designs during this time were also characterized by symmetry and proportion and were directly influenced by the study of antiquity. Individuals could, therefore, borrow knowledge from artworks of the previous years, do some modification and come up with designs that depicted different meanings. A good example of artworks during the 16th century is that of Birth of Venus by Botticelli’s. Another example is that of Marriage of the Virgin by Raphael.

Conclusion

In conclusion, factors such as increased knowledge of the environment played a significant role in the growth of the Renaissance in various parts of the globe. Driven by the desire to improve the field of art, different artists from different parts of the world modified medieval arts and came up with paintings that depicted people’s feelings and their way of life. Besides, the artists focused their attention on personalities and especially on matters related to individual views about the world. Improved artistic work also ensured that painters’ way of life improved as people and especially leaders started seeking the services of the artists. The artists gained respect from members of society like other professionals such as mathematicians.

References

Biggs, S. D., & Clay, E. J. (1981). Sources of innovation in agricultural technology. World Development9(4), 321-336.

Burke, P. (2009). Popular culture in early modern Europe. Ashgate Publishing, Ltd.

Capodicasa, S., Fedi, S., Porcelli, A. M., & Zannoni, D. (2010). The microbial community dwelling on a biodeteriorated 16th century painting. International Biodeterioration & Biodegradation64(8), 727-733.

Hopt, K. J. (2011). Comparative corporate governance: The state of the art and international regulation. The American Journal of Comparative Law59(1), 1-73.

Lipińska, A. (2014). Moving Sculptures: Southern Netherlandish alabasters from the 16th to 17th centuries in Central and Northern Europe. Brill.

Sayre, S., & King, C. (2010). Entertainment and society: Influences, impacts, and innovations. Routledge.

Snyder, J., Silver, L., & Luttikhuizen, H. (1985). Northern Renaissance art: painting, sculpture, the graphic arts from 1350 to 1575. Abrams.

Stokstad, M., Cothren, M. W., & Asher, F. M. (1999). Art history. New York: Harry N. Abrams.

Renaissance Art History

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Paper details
1.Influences and major characteristics of 14th century art in Italy, identifying key examples.
2.Influences and major characteristics of 15th century art in Northern Europe, identifying key examples.
3.Influences and major characteristics of 15th century art in Italy, identifying key examples.
4.Influences and major characteristics of 16th century art in Northern Europe, identifying key examples.
5.Influences and major characteristics of 16th century art in Italy, identifying key examples

Open Sex-Role Inventory

Open Sex-Role Inventory

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This assignment introduces students to the Open Sex-Role Inventory (OSRI), a gender identification measurement tool, and encourages critical thinking regarding the feasibility of objectively assessing such a challenging topic. The OSRI image depicts adherence to traditional female and male gender norms on the horizontal and vertical axes. In the scenario, the test-taker is “undifferentiated,” indicating little gender conformity Let’s begin by examining the meanings of “masculinity” and “femininity.” “femininity” is commonly associated with characteristics such as empathic centering and affectability, whereas “masculinity” is commonly associated with characteristics such as surety, control, and opportunity (Carlsson, 2019).  It must be recognized that these standards are profoundly personal and alter over time and different social circumstances.

It can be difficult to completely understand the subtleties of “masculinity” and “femininity” in a questionnaire. A person’s understanding of sex is molded by numerous distinctive components, such as social standards, socialization, and individual encounters (Hsu et al., 2021). The oversimplification of complexity occurs when it is reduced solely to numerical questionnaire evaluations.

The results of this scale may yield both beneficial and adverse consequences. On the one hand, these representations may provide individuals with insights into their conformity or divergence from traditional gender norms, thus fostering self-awareness and self-acceptance. Additionally, it is possible that they could amplify negative stereotypes and societal expectations to adhere strictly to binary gender standards, perhaps causing distress for individuals who do not neatly align with these conventional categories.

Certain questions on the examination may need to be in complete accordance with conventional conceptions of masculinity or femininity. This observation shows the challenges associated with classifying individuals according to fixed gender roles and emphasizes the increasing comprehension of gender identity as a multifaceted and dynamic continuum. The straight translation of behaviors from the questionnaire responses needs to be improved. Gender identity represents a singular aspect of an individual’s overall identity, and their conduct is subject to the intricate interaction of other elements, such as cultural influences, personal ideals, and situational circumstances.

In summary, this project successfully prompts students to participate in a critical analysis of the measurement of gender identity. This observation underscores the inherent subjectivity inherent in conventional gender standards and the difficulties associated with defining a complex notion such as gender through a questionnaire. Although the findings can provide valuable insights, it is important to refrain from regarding them as indicative of behavioral predictions, as the complex interaction of multiple elements significantly influences an individual’s identity and actions.

References

Carlsson, M. (2019). Self‐reported competence in female and male nursing students in light of hegemonic masculinity and femininity theories. Journal of Advanced Nursing76(1), 191–198. https://doi.org/10.1111/jan.14220

Hsu, N., Badura, K. L., Newman, D. A., & Speach, M. E. (2021). Gender, “masculinity,” and “femininity”: A meta-analytic review of gender differences in agency and Communion. Psychological Bulletin147(10), 987–1011. https://doi.org/10.1037/bul0000343

Open Sex-Role Inventory

Paper details

Rationale: This activity introduces students to a scale intended to measure one\’s gender and asks students to think critically about whether an objective measurement of gender identity is even possible.

 

The vertical access represents adherence to traditional male gender norms, and the horizontal access represents adherence to traditional feminine gender norms. In this example, the test taker is being classified (just barely) as \”undifferentiated\” meaning they don\’t really adhere to either masculine or feminine gender norms.     You do not need to post a picture of your results, but in your response to this assignment, you will need to report your classification. You will also need to reflect on the validity and reliability by addressing the following prompts:    What do the terms masculine and feminine mean?  Can we capture ‘masculinity’ and ‘femininity’ on a questionnaire?  How might the results of this scale be helpful and/or hurtful?  Which questions on the test did not seem to ‘fit’ with ‘masculinity’ or ‘femininity’?  Do you think the results of the questionnaire will translate into behaviors?

 

These are the results from the Open Sex-Role Inventory.

The OSRI measures two scales. Scores are adjusted so the average is 100.

Masculinity

78

Femininity

84

Sandra Bem\’s theory was that both masculinity and femininity were good and the ideal was high levels of both, which she called androgyny. Your scores are graphed below according to her typology.

 

 

The vertical access represents adherence to traditional male gender norms, and the horizontal access represents adherence to traditional feminine gender norms. In this example, the test taker is being classified (just barely) as \”undifferentiated\” meaning they don\’t really adhere to either masculine or feminine gender norms.

You do not need to post a picture of your results, but in your response to this assignment, you will need to report your classification. You will also need to reflect on the validity and reliability by addressing the following prompts:    What do the terms masculine and feminine mean?  Can we capture ‘masculinity’ and ‘femininity’ on a questionnaire?  How might the results of this scale be helpful and/or hurtful?  Which questions on the test did not seem to ‘fit’ with ‘masculinity’ or ‘femininity’?  Do you think the results of the questionnaire will translate into behaviors?

SAM4s NR-510

SAM4s NR-510

SAM4s NR-510
NR 510 Week 3: Organizational Behavior and Business Influences and Advanced Practice Nursing Case Study Part Two – As revenue generators, NPs must be aware of how their work contributes to the overall revenue of the clinical practice. You see 20 patients per day on average and take call every third weekend. According to Buppert (2011), an NP who sees 15 patients per day at $56 per patient visit, on average, brings in $840 per day. Allowing 1 week off for continuing education, 1 week off for illness, and 4 weeks off for vacation, this NP will bring in $193,200 a year, potentially. However, not all bills are paid. With a 90% collection rate—a reasonable collection rate for an efficient practice—this NP actually will bring in $173,880 per year. An NP who sees 24 patients per day will bring in $1344 per day, or $309,120 per year in accounts receivable. With a 90% collection rate, this NP will bring $278,208 to the practice (Buppert, 2011).Establishing a salary can be a challenge for NPs. Deducting 40% of the NP’s gross generated income for overhead expenses (rent, benefits, continuing education, supplies, malpractice, lab expenses, and depreciation of equipment) leaves $104,280 for the 15-patient-per-day NP and $166,925 for the 24-patient-per-day NP. Further deducting 15% of that figure to pay a physician for consultation services leaves $88,638 in salary for the 15-patient-per-day NP and $141,887 in salary for the 24-patient-per-day NP. Deducting 10% for employer profit leaves $79,775 in salary for the 15-patient-per-day NP and $127,699 for the 24-patient-per-day NP (Buppert, 2011).

What salary would you propose for the contract renewal? How does your salary proposal fit in with the community standard for an NP in a similar practice? Use logical reasoning, and provide evidence based rationales for your decisions. Keep in mind that your negotiation terms and conditions must be within the legal scope of practice for an ANP.

SAM4s NR-510 Week 3: Organizational Behavior and Business Influences and Advanced Practice Nursing Case Study Part Two

After reading through the case study, there is definitely some figuring to think about. In all honesty, I would feel that the 24-patient-per-day salary is what I would propose for, because of many reasons. Where I currently work as a RN in the Emergency department, we occasionally float to the urgent care to work. This is a rural hospital, but it is a very busy facility. During the winter months, it is not uncommon to see upwards of 60 patients in a 12 hour period. This is definitely a large patient load for 2 nurses and one nurse practitioner. I have worked in that setting, and seen the struggle that it can be, but 24 patients in an 8 hour setting is 3 patients an hour, on average. The AANP suggests that the majority of nurse practitioners see 3 or more patients an hour (AANP, 2018).

To be honest, I would want to suggest a higher salary if I was applying for a position in an urgent care such as this one. If I was seeing 60 patients a day at $56 per patient visit, I would be bringing in a revenue of approximately $870,000. This is nearly 3 times as much as a 24-patient-per-day nurse practitioner. Granted, this is for 24 hour shifts, where the 24-patient-per-day is more than likely an 8 hour day. The nurse practitioner may treat four or more patients per hour throughout the entire work day in an urgent care setting (n.a., 2016). Working in the urgent care doesn’t have the luxury of having a schedule, so the amount of patients that you may see could be greater or lesser than 4-per-hour. On average, it will all even out. I think that when determining salary, it matters where they anticipate you to be working. I would like to work in an urgent care versus a primary practice, so I would want to have a higher salary than what the 24-patient-per-day nurse practitioner proposal states.

SAM4s NR-510 Week 3: Organizational Behavior and Business Influences and Advanced Practice Nursing Case Study Part Two References

AANP, (2018). NP Fact Sheet. Retrieved from

n.a. (2016). How many patients should FNPs expect to treat per hour. [Web log post]. Retrieved from

Preparing a Will

Preparing a Will

Preparing a will

Upon death, a will outlines the deceased’s intentions about the division of their possessions and the care of any young children who may be left in the care of the estate. If a person dies without leaving a will, it is possible that their intentions may not be followed out (Morrison, 2014). Additionally, their heirs may find themselves investing extra time, money, and emotional energy to settle their affairs after the individual has passed away.

Individuals must understand that to create a legitimate will, and they must be of legal age. It is usually 18 in most states. Exceptions include being married or serving in the US military. Also, the individual writing the will must be of sound mind at the time. How does one know they have capacity (Twomey, Jennings & Greene, 2014)? The testator knows they have written a will, understands its impact, understands the nature and extent of their estate and what they are disposing of.

Dementia does not exclude a person from making a will to choose who gets their money and belongings when they die. Instead, it relies on their ability to comprehend and decide on the will. Anyone with testamentary ability may create a will (Twomey, Jennings & Greene, 2014). However, this legal phrase implies that one must comprehend specific topics, such as what creating a will entails and how it works.

Previously, women were portrayed as incapable of the duties that come with managing property, according to K. Sneddon. Based on the above, it is clear that the law was designed as a patriarchal institution (Morrison, 2014). Therefore, discriminating against women is immoral, in my opinion, since all people have the same potential when given a level playing field.

 

References

Morrison, J. L. (2014). Daft, Richard L.The Leadership Experience (6th ed.). Journal of Education for Business, 89(8), 457–458. https://doi.org/10.1080/08832323.2014.921593

Twomey, D. P., Jennings, M., & Greene, S. M. (2014). Anderson’s Business Law and the Legal Environment: Comprehensive Volume. Thomson/West.

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Instructions
Week 6: Discussion Part 1

Assume you are an attorney and you are asked to prepare a Will by an individual you suspect may be suffering from some form of dementia. What is a will? What are the requirements for a valid will? Describe how you should approach the situation. Be sure to describe the pros and cons of your approach and to defend your position with citations.

In the work by K. Sneddon found in the required resources, there is a discussion about gender and the language of wills. What does the author say about the issue and why or why not is this important? Defend your position.

Make sure that you properly cite the e-text or a valid source.

Be sure to address each question in your initial posts.

Twomey, D.P., Jennings, M.M.  (2014). Anderson’s Business Law And The Legal Environment Comprehensive Volume 22nd ed.  Cengage Learning.

 

PSYCH-1100

PSYCH-1100

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The Experiment

The experimental method(see pages 28-33 and also focus on chapter review, pages 39-41 for
information about experiments) allows for the study of cause and effect
relationships An experimental design requirescontrolled elementsin order to make these causal
statements For this assignment, you will be asked to use several key concepts
of an experiment

Researchers are interested in
learning whether listening to classical music while studying improves memory

Design an experiment to test
whether listening to classical music for all students in the Experimental
Groupcan improve memory of specific text

Use a short story of 4 pages
for the text The short 4 page story is the material used in
your experiment You can name the story or just state that students will
study a 4 page short story

The total number of students
for the experiment will be 40, 20 in the Control Group (CG) and 20 in the
Experimental Group (EG)

Instructions for writing this
assignment

This
assignment is not an essay
 – please type out the question and
follow with the answer After you complete the assignment, save it to your
computer inMicrosoft Wordand upload to BlackBoard (BB)
under Assignment 2Your grade will be determined by how well you answer the following
questions and follow the assignment instructions

Total
points 30

1 What is your hypothesis?
(3 pts)

2 What is the independent
variable? (4 pts)

3 What is the dependent
variable? (4 pts)

4 How will you select your
sample from the student population? (3 pts)

5 How will you select who is
assigned to the control or experimental groups? (3 pts)

6 Describe the procedure for
the experimental group and control group (9 pts)

Where, how long, conditions,
instructions, etc Remember to minimize or avoid external variables

7 How would you measure the
outcome to prove or disprove your hypothesis? (4 pts)