The difference between a fork and a family fork in chess

October 31, 2018/in Uncategorized/by admin

1 The difference between a fork and a family fork in chess has to do with __________

A. the type of pieces under attack

B. the type of attacking pieces

C. the number of attacked pieces

D. the number of attacking pieces

2 WHITE: K-E1; R-A1; B-C5; B-D5; N-G6; BLACK: K-G8; PAWNS: G7; H6; The black king is facing a _______

A. stalemate

B. check only

C. checkmate

3 WHITE: K-H1; N-C5; Q-C7; BLACK: K-A8; R-B7;White to move. Which of the following moves captures a black piece and at the same time delivers a checkmate?

A. Q-b7

B. N-b7

4 WHITE: K-E1; PAWNS: D2, F2, H2; BLACK: K-E8; Q-A4; N-F4; B-G2; PAWNS: D3, F3, H3;The white king is facing _________

A. Checkmate

B. Stalemate

5 WHITE: K-E1; R-A1; R-H1; PAWNS: A2, B3, D3, E2, G2, H2; BLACK: K-E8; N-E3; B-A5; R-F6; PAWNS: A7, C7, F7, G7, H7; White to move. What is White’s condition?

A. No problem! It is fine!

B. It is facing a check, but not checkmate.

C. It is facing a checkmate! Game over!

D. It has no moves. Stalemate!

6 WHITE: K-E1; R-A5; R-H5; PAWNS: A2, B2, C3, G2, H2; BLACK: K-E8; B-F8; PAWNS: B7, D7, E7, F7, G7; White to move. Which move will deliver a back-rank checkmate to black? (See chess text, p. 41)

A. R-h8

B. R-a8

7 WHITE: K-E1; Q-D1; B-C1; N-B1; R-A1; PAWNS: A2, B2, C2, D2, E2, F2; BLACK: K-E8; R-A8; R-H8; N-F6; PAWNS: A7, C7, E7, F7; Black to move. Is white facing the threat of a back-rank checkmate?

A. Yes.

B. No.

8 WHITE: K-E1; R-A1; B-D3; PAWNS: A2, B2, C2, G2, H2; BLACK: K-E8; Q-E6; N-E5; N-F5; PAWNS: A7, C7, E7, F7; Black to move. Which of the following moves delivers a discovered check to white?

A. N-h4

B. N-g4

9 WHITE: K-G8; Q-A1; R-B3; R-D5; N-E2; B-H1; BLACK: K-H2; B-C4; B-B6;

White to move and checkmate black in one move. Which move?

A. R-h5

B. R-h3

C. Q-g1

D. Q-h8

10 A criminal is about to be sentenced to death by hanging or drowning. Before his sentencing, he is allowed to make a statement about his own impending mode of death by hanging or drowning. He is also allowed to say that his life will be spared. However, if the jury can falsify his statement about his impending mode of death, he will be hanged, and if they can make his statement about his impending mode of death true, he will be drowned. If his statement confuses the jury, his life will be spared. What should he say to confuse the jury and save his life?

A. He should say “I will be hanged.”

B. He should say “I will be drowned.”

C. He should say “I will be spared.”

11 A relative pin is __________

A. a pin relative to the king

B. a pin in which the attacked piece can move

C. a pin in which the attacked piece cannot move

D. a pin relative to the queen

12 An absolute pin is _________

A. a pin which delivers a checkmate

B. a pin in which the attacked piece cannot move

C. a pin which delivers a stalemate

D. a pin relative to the queen

13 WHITE: K-H1; R-B7; N-C6; BLACK: K-A8; R-A7; B-B8;

White to move. Which move delivers a capture checkmate (capture of a black piece + checkmate) to black?

A. R-a7

B. N-a7

C. N-b8

D. R-b8

14 In the “Red-Headed League”, Holmes deduced that Jabez Wilson was a Freemason by observing that he had ______

A. a freemason cross hanging his neck

B. the Freemason Bible in his hands

C. an arc-and-compass breastpin

D. a blue Freemason ring on his right hand

15 According to Holmes, the central information which helped him to solve the puzzle of the Red-Headed League was __________

A. the money paid to Wilson to stay at the office of the red-headed league

B. the women working in Wilson’s store

C. Clay vanishing regularly into the cellar

D. Clay’s fondness for photography

16 In The Red-Headed League, Holmes states that “I was ascertaining whether the cellar stretched out in front or behind. It was not in front.” (p. 223) Which form of deduction is Holmes using here?

A. Modus Ponens

B. Modus Tollens

C. Disjunctive Syllogism

D. Hypothetical Syllogism

17 In the vampire’s second story, what reason does Vikram give to support his claim that the person who kept the bones of the princess is not entitled to become her spouse?

A. he did what a parent ought to do

B. he did what a sibling ought to do

C. he did what a son what ought to do

D. he did what a stranger ought to do

18 “The Bible declares that Jesus is God. So, Jesus is God.” The assumption in this argument is_______________

A. Jesus is God.

B. The Bible is correct.

C. The Bible stated that Jesus is God.

D. God doesn’t exist.

19 “Iran is developing technology which can help in making a nuclear weapon. So, Iran must be prevented from making a nuclear weapon.” What is the assumption in this reasoning? (Pl. understand “assumption” in the sense in which it is defined in the reading on “Assumptions and Implications” in the module on “Elements of Analysis”)

A. Iran is developing technology which can help in making a nuclear weapon.

B. Iran must be prevented from making a nuclear weapon.

C. It is not permissible for Iran to make a nuclear weapon.

D. Iran will use the nuclear weapon against America.

20 “All states which have used chemical and nuclear weapons against other nations are a serious threat to world peace. The US has used chemical and nuclear weapons against other nations. Therefore, the US is a serious threat to world peace.” What sort of an argument is this? (See reading on “Types of Argument” in the folder on “Elements of Analysis”)

A. Deductive argument

B. Inductive argument

21 “Serious financial crises or wrongdoing have occurred during the reign of Republican administrations in the U.S. So, it is probable that a serious financial crisis or wrongdoing will occur during the reign of the next Republican administration in the U.S.” What sort of an argument is this?

A. Deductive argument

B. Inductive argument

22 “Bush is a Martian. Therefore, Bush is an alien.” Is this an argument? (Note: This question is not asking whether it’s a good argument.)

A. Yes!

B. No!

What does this content/topic mean

October 31, 2018/in Uncategorized/by admin

Think about the material you encountered in the course this week, and describe one aspect of the classroom resources (Assignments, Discussions, or assigned readings) that surprised you. Make sure to describe why the material interested you as a thinker.

Set a timer (on the stove, a clock or on your phone) and write for ten minutes without stopping. The prompts will remain the same each week, but you will reflect about a different aspect of each week’s resources.

By Day 7

Post an entry that addresses each of the following:

· Observe. Describe the week’s content and resources to a person who has not seen/heard or observed it.

· Process. Answer the question: “What does this content/topic mean?”

· Reflect. Answer the question: “What is the value in understanding this?”

The objective of this Assignment is to provide you with a private place to think on the page; “thinking on the page” is a phrase used to describe writing as a form of thinking. Some of us process our thoughts out loud as we describe them to others. In an academic environment, you will be asked to record your ideas in writing or “thinking on the page” to show the new knowledge that you’ve acquired through reading and listening to the resources and completing the assignments. The journal is not a formal type of writing and only you and your Instructor will see the journal entry.

The weekly journals will be used to develop a personalized academic writing plan that will fit into the Week 6 Personal Success Plan Assignment.

Each journal must be at least three paragraphs long, but you are allowed to write as much as you would like. These entries are meant to be free writing, but you should revise before submitting. Your journal entries will be graded on participation and do not have rubrics.

To prepare for writing your Journal entry:

· Review the Montante article in the Week 3 Learning Resources.

· Review the Academic Writing Expectations Checklist to guide your writing.

· Review sample journal entries posted in an Announcement.

Assignment Instructions:

Think about the material you encountered in the course this week, and describe one aspect of the classroom resources (Assignments, Discussions, or assigned readings) that surprised you. Make sure to describe why the material interested you as a thinker.

Set a timer (on the stove, a clock or on your phone) and write for ten minutes without stopping. The prompts will remain the same each week, but you will reflect about a different aspect of each week’s resources.

Review and compare the EER and your caloric intake

October 31, 2018/in Uncategorized/by admin

Question 1 – Kilocalories and EER (from the Actual intakes vs. Recommended intakes report)

Review and compare the EER and your caloric intake. List your actual intake and the recommended intake. Was your caloric intake above or below the recommendation. How does your caloric intake relate to the EER? Referencing this information, should you increase, decrease or keep your caloric intake the same, and why?

List your dietary actual intake and the recommended intake. Was your caloric intake above or below the EER? How does your caloric intake relate to the EER, should you increase, decrease, or keep your caloric intake the same and why?

Question 2 – Refer to the MyPlate Report- Grains

How many servings of grains are recommended and how many servings did the diet contain? Did the diet contain sufficient whole grains? If any grains were lacking, identify (the number of servings lacking in the diet) excellent sources of grains.

Enter the number of servings of grains from the diet and contrast with the recommendation. If grains are lacking identify excellent sources, if grains are in abundance identify the excess from the diet.

Question 3 – Refer to the MyPlate report -fruits

How many servings of fruits are recommended and how many servings did the diet contain? Did the diet contain sufficient whole fruits (fruit juice lacks fiber and fruit drinks are mostly sugar)? If any fruits were lacking, identify (the number of servings lacking in the diet) excellent sources of fruits (not already in the diet)

Enter the number of servings of fruits from the diet and contrast with the recommendation. If fruits are lacking identify excellent sources (focus on variety and whole fruits), if fruits are in excess, identify which could be eliminated.

Question 4 – Refer to the MyPlate report- vegetables

How many servings of vegetables are recommended and how many servings did the diet contain? Did the diet contain a sufficient number and variety of vegetables? If any vegetables were lacking, identify (the number of servings lacking in the diet) excellent sources of vegetables with an emphasis on variety (leafy greens, reds and oranges, starchy vegetables, beans, etc…).

Enter the number of servings of vegetables from the diet and contrast with the recommendation. If vegetables are lacking identify excellent sources, if vegetables exceed the recommendations identify the excess from the diet.

Question 5 – Refer to the MyPlate report-milk and dairy

How many servings of milk are recommended and how many servings did the diet contain? Did the diet contain a sufficient number of servings of milk and dairy? If any servings of milk were lacking, identify (the number of servings lacking in the diet) excellent sources of dairy. Please remember this is an assignment, so while you may not consume dairy for whatever reason, the purpose of the assignment is to identify nutrient dense selections within the food group.

Enter the number of servings of dairy from the diet and contrast with the recommendation. If servings of dairy are lacking identify excellent sources, if servings of dairy are in abundance identify the excess from the diet.

Question 6 – Refer to the MyPlate report- proteins

How many servings of proteins are recommended and how many servings did the diet contain? Did the diet contain a sufficient number of servings of protein from a variety of sources (meats, poultry, seafoodh, legumes, nuts,soy, and eggs)? If any servings of proteins were lacking, or the variety was lacking, identify (the number of servings lacking in the diet) and suggest excellent sources of protein.

Enter the number of servings of proteins from the diet and contrast with the recommendation. If proteins are lacking identify excellent sources with an emphasis on variety, if proteins are in abundance identify the excess from the diet.

Question 7 – Acceptable Macronutrient Density Range- Protein- refer to calories and fat sources report

What percentage of the recommended amount of protein did you consume on average per day over the 3 days? (Refer to the Calories and fat sources Report.) Compare the percentage of protein in the diet to the AMDR. Please note that while high protein or high fat diets may be very popular, the assignment will be graded based on the current recommendations. Again, you may eat whatever you wish to eat, but if you wish to optimize the point value of the assignment, the answers will be based on the current recommendation.

Did the percentage of protein in the diet fall within the AMDR? If yes, note, “within AMDR” if no identify a few specific foods that contributed to the excess or conversely some foods that could be added to increase the protein in the diet.

Question 8 – Acceptable Macronutrient Density Range- Fat -refer to calories and fat sources report

What percentage of the recommended amount of fat did you consume on average per day over the 3 days? (Refer to the Calories and fat sources Report.) Compare the percentage of protein in the diet to the AMDR.

Did the percentage of Fat in the diet fall within the AMDR? If yes, note, “within AMDR” if no identify a few specific foods that contributed to the excess or conversely some foods that could be added to increase the protein in the diet.

Question 9 – Acceptable Macronutrient Density Range Carbohydrates- refer to calories and fat sources report

What percentage of the recommended amount of carbohydrate did you consume on average per day over the 3 days? (Refer to the Calories and fat sources Report.) Compare the percentage of carbohydrate in the diet to the AMDR.

Did the percentage of carbohydrate in the diet fall within the AMDR? If yes, note, “within AMDR” if no identify a few specific foods that contributed to the excess or conversely some foods that could be added to increase the carbohydrate in the diet. It is unlikely that you need more refined grains or sugar in the diet, if more are needed focus on nutrient dense selections.

Question 10 – Fiber- Refer to the Actual Intakes vs. Recommended Intakes Report

What percentage of the recommended intake of dietary fiber did you consume on average per day?

List your actual intake and the recommended intake. Identify food sources of fiber to add or subtract to bring the diet closer to the recommendations. Remember if you are slightly low you may need 1 or 2 sources, if you are significantly low you may need 4 or 5 sources.

Question 11 – Saturated fat- Refer to the Source of Fat table in the Calorie and Fat Sources Report.

Did saturated fat make up more than 10% of your total calorie intake on average? (

Identify the average consumption of saturated fat as a percentage of calories. Was the amount greater than 10%? If so identify food sources which could have contributed to the excess. If consumption was less than 10 percent, simply note, less than limit.

Question 12- final thoughts

In browsing through the reports, was there anything that surprised you about your nutrient intake? Discuss below why you were or why you were not surprised by what you have read about your nutrient intake in the MyDietAnalysis reports.

If you feel your diet is already balanced, describe how you accomplish your balanced intake and when you began eating this way. (Discussion should be about 300 words)

How have your attitude or perspectives on management changed or been reinforced by this course?

October 31, 2018/in Uncategorized/by admin

Each student comes to this course with his or her own unique set of experiences, knowledge base, and perspectives. It is therefore to be expected that you take different things away from this course and find different topics to be the most or least valuable.

This course has covered a range of management topics, including the functions of a manager, ethics, diversity, the global business environment, decision making and planning techniques, approaches to organizing and motivating employees, the complexity of leadership, group dynamics and human resource management, and the management of information systems and quality control.

Think about which of the many topics, theories, or concepts addressed in this course has or will mean the most to you in your current or future employment.

By Day 7

Submit a 350- to 700-word paper which addresses the following questions:

How have your attitude or perspectives on management changed or been reinforced by this course?
Which concept or piece of new information most surprised you? Why?
What knowledge or insights gained from this course will be the most useful or important to you as you proceed with your career? Why?

Application Assignments must be in AWE style and format. Information on AWE is available from your instructor and at the Walden Writing Center.

Foundations of Materials Science and Engineering

October 31, 2018/in Uncategorized/by admin

4 Solidification

and Crystalline Imperfections

1

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Solidification of Metals

• Metals are melted to produce finished and semi-finished parts.

• Two steps of solidification  Nucleation : Formation of stable nuclei.  Growth of nuclei : Formation of grain structure.

• Thermal gradients define the shape of each grain.

Liquid

Nuclei

Crystals that will Form grains

Grain Boundaries

Grains

2

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Formation of Stable Nuclei

• Two main mechanisms: Homogenous and heterogeneous.

• Homogenous Nucleation :  First and simplest case.  Metal itself will provide atoms to form nuclei.  Metal, when significantly undercooled, has several slow

moving atoms which bond each other to form nuclei. Cluster of atoms below critical size is called embryo.  If the cluster of atoms reach critical size, they grow into

crystals. Else get dissolved.  Cluster of atoms that are grater than critical size are called

nucleus.

3

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Energies involved in homogenous nucleation.

Volume free energy Gv

• Released by liquid to solid transformation.

• ΔGv is change in free energy per unit volume between liquid and solid.

• free energy change for a spherical nucleus of radius r is given by

Surface energy Gs

• Required to form new solid surface

• ΔGs is energy needed to create a surface.

• γ is specific surface free energy.

Then

• ΔGs is retarding energy.

γπ 2s 4G r=∆

vGrr ∆= 3

3 4

π

4

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Total Free Energy

• Total free energy is given by γππ 23 4 3 4

rGrG vT +∆=∆

Nucleus

Above critical radius r*

Below critical radius r*

Energy lowered by

growing into crystals

Energy Lowered by redissolving

VG r

∆ −=

γ2 *Since when r=r*, d(ΔGT)/dr = 0

r* rΔG

+

– ΔGv

ΔGs

ΔGT

r*

5

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Critical Radius Versus Undercooling

• Greater the degree of undercooling, greater the change in volume free energy ΔGv

• ΔGs does not change significantly. • As the amount of undercooling ΔT increases, critical

nucleus size decreases. • Critical radius is related to undercooling by relation

TH T

r f

m

∆∆ =

γ2 *

r* = critical radius of nucleus γ = Surface free energy ΔHf = Latent heat of fusion Δ T = Amount of undercooling.

6

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Homogenous Nucleation

• Nucleation occurs in a liquid on the surfaces of structural material. Eg:- Insoluble impurities.

• These structures, called nucleating agents, lower the free energy required to form stable nucleus.

• Nucleating agents also lower the critical size. • Smaller amount of undercooling is required to solidify. • Used excessively in industries.

Liquid

Solid

Nucleating agent

θ

7

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Growth of Crystals and Formation of Grain Structure

• Nucleus grow into crystals in different orientations. • Crystal boundaries are formed when crystals join together

at complete solidification. • Crystals in solidified metals are called grains. • Grains are separated by grain boundaries. • More the number of

nucleation sites available, more the number of grains formed.

Nuclei growing into grains Forming grain boundaries

8

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Types of Grains

• Equiaxed Grains:  Crystals, smaller in size, grow equally in all directions.  Formed at the sites of high concentration of the nuclie.  Example:- Cold mold wall

• Columnar Grains:  Long thin and coarse.  Grow predominantly in one direction.  Formed at the sites of slow cooling

and steep temperature gradient.  Example:- Grains that are away from

the mold wall.

Columnar Grains

Equiaxed Grains

Mold

9

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Casting in Industries

• In industries, molten metal is cast into either semi finished or finished parts.

Direct-Chill semicontinuous Casting unit for aluminum

Continuous casting Of steel ingots

10

Foundations of Materials Science and Engineering, 5th Edn. Smith and Hashemi

Iron Smelting: Video

• Please click on the following figure to open the video. (This video has voice).

“The U.S. Health Care System”

October 31, 2018/in Uncategorized/by admin

While all business structures are different, they share similar basic designs. All have their own missions and vision, provide certain services or products, have a strategic plan and some sort of governing body and managers, and have a specific population they intend to serve. Health care is no different.

Prepare for this assignment by gleaning some additional insight from real health care managers. You may find short interviews with health care managers by searching Web sites such as Executives in Action, and by reading the following chapters from your course text, Introduction to U.S. Health Care:

Chapter 1, “The U.S. Health Care System”

Chapter 2, “Boards and Governance”

Locate a health care service or organization. (It may be your place of employment). Identify at least five of the following aspects of its business structure that the governing bodies are responsible for:

Type of system or organization

Mission, vision, and values

Services provided

Organization’s strategic plan

Members of the governing board members

Structure of the governing board and standing committees

Credentialing body/regulators

Financial structure

Population served

Suppliers

As you have discovered this week, not all businesses are the same, depending on their mission and who they serve, and not all countries have the same business structure for health care. A country with socialized medicine will differ from the U.S., for instance, in terms of these aspects.

What’s the biggest avoidable hassle (inconvenience) customers must endure?

October 30, 2018/in Uncategorized/by admin

Introduction

Purpose

Your goal is to create a design for a software interface. You will experience the scope of the design process from brainstorming ideas and gathering information about users’ needs to storyboarding, prototyping, and finally, testing and refining your product. As you work on the software interface, you will demonstrate your ability to apply fundamental Human-Computer Interaction principles to interface analysis, design, and implementation. You will be responsible for delivering project components to your professor at several points during the course.

Deliverables

This project should follow the main steps of the first three phases and presentation. Details description and diagrams should be included in each phase.

Phase One:

2 Marks

Learning Outcome(s):

LO1

You will need to decide on an idea for an interface. It could be a web site, a mobile app, an appliance touch screen, etc. Don’t make your idea too broad. Focus on something that solves a problem or fills a need.

Another approach is to take an interface that is very poor and reimagine it. Your project idea needs to be sufficiently complex to show your ability to design multiple screens and interaction flows as the user carries out a small number of tasks. For that you need to do the following:

1. Brainstorm ideas. You might want to use a free, online mind-mapping tool like SpiderScribe or Mindomo (Optional). Here are some questions you might want to consider to focus your brainstorming:

a. Think of a service you or your friends use. What’s the biggest avoidable hassle (inconvenience) customers must endure?

b. What happens in your daily routine that is complex or confusing? How could you simplify it?

c. Think of a domain that interests you: shopping, elementary education, exercise, social media, etc. What possibilities are there to do something new or better? What might be redesigned for newer or different technologies like smart phones or gaming platforms?

2. Narrow your choices down to one idea.

3. Write a brief description of the problem, including the following main points:

a. The Problem

b. Why It’s Interesting

c. Main Users Affected

d. Current Solutions (if any)

e. Make a list of the needs/goals/tasks you observed (at least 10). Group and organize this list as appropriate.

f. A brief literature review of at least two literature resources related to your idea. The resources can include peer reviewed journal and conference papers, books, product manuals and product websites. All resources must be cited in APA style.

Phase Two:

3 Marks

Learning Outcome(s):

LO1, LO3

A high-fi prototype shows the main elements of a user interface connected and working together using a software tool. Its purpose is to get a quick clear and precise look of the final interface, which provides both designer and user the ability to interact with the system and check some of its functions. You can use a high-fi prototype to identify usability issues such as confusing paths, bad terminology, layout problems, and missing feedback. Please note that your prototype does not need to be as extensive, 3-5 interfaces to show the main functions will be sufficient. Your prototype should allow people to navigate from screen to screen, recover from errors, and change their choices. Don’t try to show every possible action or detail. Focus on the main interactions.

1- Using any software prototyping application, create a prototype for your interfaces following the instructions above.

2- Write a description of each of the interfaces (include screenshots) explaining the following:

a. The purpose of the interface.

b. The main functions in the interface.

c. The previous and next status of each action.

d. The layout of the interface.

Phase Three:

3 Marks

Learning Outcome(s):

LO3,LO5

1- You will conduct a heuristic evaluation of your prototype with expert users. Your classmates in this course would make great expert reviewers. You should use Jakob Nielsen’s Ten Usability Heuristics or another set of heuristics approved by your professor.

a. Allow at least 3 expert users to use the high-fi prototype.

b. The purpose of the heuristics is to guide your expert users and help them find as many different types of usability issues as possible.

c. Instruct your experts to describe each issue noted as specifically as possible. Allow the expert to explore the interface and follow any paths.

2- Make sure to practice with your prototype so that you can operate it effectively and not waste time. Doing several practice runs or walkthroughs will help you identify missing pieces and dead ends.

3- It would be a good idea to do this testing in groups. One person can be the expert tester while another works the prototype and the others take notes. Then, everyone can switch roles until all participants have been experts and had a chance to test their designs.

4- Review the feedback you got from your reviewers.

5- Write a summary of the prototype testing results describing what worked and what did not. In addition to a list of specific changes you want to make to your interface. This summary must include;

a. Average subjective satisfaction of reviewers

b. Number and details of terms/metaphors unfamiliar to reviewers

c. Number and details of action sequences considered confusing lengthy by reviewers

d. Number and details of inputs/outputs not understood by reviewers

And you can add any further items of interest from review activity.

Phase Four:

2 Marks

Learning Outcome(s):

LO1, LO3. LO5

Prepare a presentation of your project idea describing all of the following:

1- Background: Introduce the idea of project you chose including problems with existing interface and its possible impact.

2- Summary of Work: Explaining what your implemented changes to interface accomplish, how you designed it, and what possible improvements were brought in comparison to problems you listed earlier.

3- Features: Describe of the main interface elements and features you implemented

4- Reviewer Testing: Describe briefly the reviewer evaluation results as you compiled those in your report including all problems identified.

5- Evolution: Describe how your implemented interface makes the system better from perspective of usability and user satisfaction. List all improvements experienced by reviewers or other sources who evaluated your interface. Include graphics to show before and after.

6- Conclusion: Briefly discuss the conclusion and any future improvements you can suggest about interface of your selected system. Address problems that remain and what your next steps for the product might be if you were to continue further working on same system.

you will present this in front of your class at the end of the semester, your instructor will provide you with the time/date for your presentation.

End of project report

Assess recommendations for nutrient intake

October 30, 2018/in Uncategorized/by admin

the Diet Analysis Project is designed to:

Assess recommendations for nutrient intake.
Analyze nutrient intake for adequate intake of Choose My Plate Food groups.
Describe food categories of ChooseMyPlate and unique characteristics and food belonging to each group.

Diet Analysis Project

Diet Analysis Project Instructions

This project will allow you to gather and analyze information on the foods you eat and the activites you perform throughout a three day period.

Objectives

Goal: This project will allow you to gather and analyze information on the foods you eat and the activités you perform throughout a three day period.

Objectives:

1. The student will demonstrate knowledge of the dietary goals and guidelines set for Americans by evaluating nutritional adequacy of diets using the USDA Food Guide, DRIs and online nutrition analysis software, Supertracker.

2.The student will use quantitative, analytical skills to evaluate and analyze nutrient analysés data using computer and emerging technologies effectively.

3. The student will synthesize information learned from previous course content to assess and analyze their dietary intake.

Step1: Record Food and Activity

You will choose three consecutive days, one weekend day and two weekdays, and record all of the foods you eat AND drink (even water) for the three days.

Be aware of portions, including beverages (ounces), Meats/Fish/Poultry (ounces) condiments such as ketchup, mayo, mustard, and salad dressing in teaspoons or tablespoons. Bread, fast foods, by portion such as 1 slice of whole wheat bread, 1 Big mac, 1 small McDonald’s French fries. Vegetables in cups and fruits in cups (1/2 cup cooked broccoli or by item (one small apple). The more specific you are in completing your Food Record, the more accurate the results of your choosemyplate analysis.

Review the food groups on www.choosemyplate.gov (previously the Food Guide Pyramid). Explore the food groups and portions listed under each of the food groups. Explore oils and empty calories as well. There are pictures which provide a visual image of the portion size of some foods, assisting you in portion estimation for this project.

Step 2: Enter Foods Into Supertracker and Print Reports

1. BEFORE YOU BEGIN: Read the following handout before using Supertracker. Ten Tips for Supertracker

2.Register on SUPERTRACKER which is a part of the choosemyplate.gov website . If you do not register, none of your data will be saved when you close your browser window..

Watch Video about making your profile on Supertacker HERE.

3. Enter the foods you consumed into the Food Tracker. You should have recorded your intake on the food record form to assist you in recalling portions and foods you consumed during the three days. Enter all foods AND fluids. Some foods may not be easily found. Check spelling if you do not find the food on the 1st search, use alternate but similar food items if you can not find the EXACT item. NOTE: You will not be submitting the food record form. It is simply a data collection tool.

Watch this video about entering foods into the Supertracker Program HERE

Note: You can change your calorie goal if you wish to lose or gain weight. Watch this video to see how to change your calorie goals HERE.

4. Enter all physical activity that you participated over the 3 days into the Physical Activity Tracker.

5. Once you have completed entering foods and physical activity.You will download the following Three day average reports: (remember to select the date ranges to include all 3 days).

1. Food Groups and Calories

2. Nutrients

3. Physical Activity

6. Save each 3 day average in an MS Word document format. At this point, combine all three reports into ONE MS word document.

7. You will then use the reports to complete your written summary portion of this assignment.

NOTE: Only one document will be graded. The last document uploaded, will be graded. Therefore you MUST combine all reports and the nutrient anaylsis written analysis as ONE document.

Step 3: Written Analysis of Nutrient Intake Reports

You will write an analysis of your dietary intake answering the questions stated below using all of your three days average data reports, your textbook, slides, and choose my plate.gov website. Do not use other websites to validate your conclusions. Use only the course provided resources and Choose My Plate website.

See examples for analysis for each of the reports below.

What is an analysis? Remember, an analysis is using the data (your reports) to make conclusions and validating your conclusions using references such above resources.

1. Food Groups and Calories Report (10 pts possible)

Review your Food Groups and Calories Report and use the data to write a detailed analysis describing your intake from each of the food groups.
For each of the food groups, discuss the reasons your intake either exceeds, meets or is below the your Target : Grains, Vegetables, Fruits, Dairy, Protein Foods and include Oils, Total empty calories.
For each of the food groups make suggestions where changes could be made to meet your Target amounts by including examples of foods you could increase or decrease your intake to better meet your target.

Example: My intake of fruits exceeded my target goals. I ate a serving of strawberries, an apple and 16 ounces of fruit juice which, according to Choosemyplate.gov, Fruit groups, put me over by 2 servings of fruit. I will reduce the portion of fruit juice by 8 ounces to decrease my servings from the fruit group.

2. Nutrients Report (10 pts possible)

Review your three day average Nutrients report and write an analysis of your Intake for all Macro and Micronutrients compared to your Target for each of them.

Use the textbook chapters and course content materials on Carbohydrates, Lipds, Protein, Vitamins and Minerals and cite references from the text to back up your analysis. In your analysis, use examples of foods you ate or did not eat that contributed to the deficiency, helped you meet your target, or contributed to excess intake.

Provide SPECIFIC foods, not just food groups and State what the possible health risks are that are associated with your results.
Use your text and course content to analyze your intake of ALL nutrients. See APA referencing format.

Example: I was deficient in my calcium intake. I ate only 60% of my Target for calcium. I did not consume enough high calcium foods such as almond milk (Understanding nutrition pg. 403) or vegetables such as broccoli into my meals to increase the amount of calcium. If I do not consume enough calcium I could lose calcium from my bones causing osteoporosis in the future (Understanding Nutrition, pg. 404). I am lactose intolerant so it’s difficult for me to get in enough calcium but, I could use soy and lactose free cheese since those are high calcium foods (Choosemy plate.gov, Dairy) I like to eat.

3. Physical Activity Report (10 pts possible)

Review your Physical Activity report and refer to the chapters in your text book on Energy Balance, Weight Management and Fitness to assist you in analyzing your physical activity. Use citations from your textbook to validate your responses. Include the following in your analysis.

Summarize and assess the MIE data from your report. Be specific.
What is the impact your current level of physical activity may have on your health over both the short term and long term?
State how you could improve your activity level if you are under. If you meet or are over your MIE, state the long term benefits you will gain from your current activity.
State future fitness goals.
Include references to support your statements.

Example: My current activity based on my Physical Activity Report shows that my MIE is 60 MIEs. My goal is 150 MIEs. I need to include more moderate intensity activity to meet my goal of 150 MIEs per week. I also did not do any Muscle-Strengthing activities. I have been walking three times a week for 80 minutes but at a low intensity. I can increase my intensity by walking faster and including at least one more day a week into my activity schedule. I can include more muscle strengthening activities two days a week by lifting light weights for 15 minutes or gardening for 1 hour.

Increasing my intensity of walking will include aerobic activity. Aerobic activity can improve cardiorespiratory endurance (Understanding Nutrition, pg.442.) Muscle strengthening activity can improve bone mass. (Understanding Nutrition, pg 443.)

Below are two examples of the assignment. Please be VERY careful to write YOUR assessments in your own words.

Turnitin tools will be used to check for plagiarism and a zero (0) will be given if your work is not your own.

EXAMPLE ASSIGNMENT 1

EXAMPLE ASSIGNMENT 2

Step 4: Submit Assignment

Once completed, you will submit the whole assignment online in D2L in the Choose My Plate Assignment folder. This folder can be found under the “Assignments” tab at the top of the course home page. All of the following information should be included in your submission.

You will combine all of the following reports and written assessments in ONE document. Multiple documents will not be accepted. See video HERE for instructions on combining all reports into one document.

CHECKLIST:

1. Cover Sheet: APA formatted.(You do not need Abstract)

3. Supertracker Three Day Average Data reports (From Step 2):

Food groups and Calories

Nutrients

Week Average Physical Activity.

4. Written Analysis of each report based on above requirements.

5. Reference List: (APA formatted)

You will submit on OR before the assigned due date found in the Course Schedule of the SYLLABUS.

***UNDER NO UNCERTAIN CIRCUMSTANCES WILL ANY WRITTEN ASSIGNMENT BE ACCEPTED VIA EMAIL. IF YOU WISH FOR YOUR ASSIGNMENT TO BE GRADED THEN IT MUST BE SUBMITTED IN THE ASSIGNMENTS FOLDER.***

Guidelines for Written Work

1. Written work should be appropriately formatted, APA (See below examples and suggestions.)

2. The cover page (first page) of the document should follow APA format. No abstract needed.

3. Although there is no word requirement, all of the questions should be answered throughly. Based on the assessment, each student’s data will be different and therefore, the amount of written assessment will vary. However, most of written portion of the assignment that students have previously submitted are typically between 4-6 pages (this is excluding the reports).

4. Avoid abbreviations and “texting” language. If any of work has this sort of language, points will be deducted based on the frequency of use.

5. Plagiarism is completely unacceptable. Students found plagiarizing will receive a 0 = F for this assignment. Review Student Code of Conduct in Student Handbook.

6. Madatory in-text references in the body of your work is expected using APA referencing formats. See Link HERE for Purdue OWL wesite which provides easy references to the APA format. Here is a summary of APA formatting that can helpful. References will be used when validating any conculsions about nutrient content in foods, food sources, physical activity and as appropriate.

Grading Expectations for written work as are follows:

Organization/ Format: Organizes material in a clear, appropriate, and precise manner.Name should be clearly indicated on all writen work. Cover page is included as 1st page of document.
Content: Material content is clear, relevant, accurate, and concise.
Writing Conventions: Minimal errors are present and enhances the readability of the paper.
Interpret Data/ Information: Correct interpretation of data or information. Analysis and conclusion are based on the foods you ate, the Choose My Plate 3 day average report and additional research. References are included: in-text and full references using APA formatting.
Appropriate Vocabulary: Articulates appropriate vocabulary and terms associated with the subject matter. Use terms specific to this nutrition topic.

Failure to comply with the above requirements will result in a reduction in points.

Notes About Referencing in APA format

All of the following material was quoted from the OWL Purdue website.

Examples of in-text citation formating

See APA format videos to assist you with formatting.

In-text referencing:

Example:

I was deficient in my calcium intake. I ate only 60% of my Target for calcium. I did not consume enough foods rich in calcium. I am lactose intolerant, so it’s difficult for me to get in enough calcium but, I could drink soy or almond milk in place of regular cow’s milk (Dairy, What foods are included in the dairy group?, Choose My Plate, n.d.) or vegetables such as broccoli into my meals to increase the amount of calcium (Grosvenor & Smolin 2012, pg. 282). If I do not consume enough calcium I could lose calcium from my bones causing osteoporosis in the future (Grosvenor & Smolin 2012, pg. 279).

Short Quotations

According to Jones (1998), “Students often had difficulty using APA style, especially when it was their first time” (p. 199).

Jones (1998) found “students often had difficulty using APA style” (p. 199); what implications does this have for teachers?

According to USDA Choose My Plate, fruits are beneficial to diet and health by providing essential nutrients such as potassium and fiber (Fruits, All about the fruit group section, para. 3 & 4).

Long Text Quotations

Jones’s (1998) study found the following:Students often had difficulty using APA style,especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help. (p. 199)

Summary or Paraphrase

According to Jones (1998), APA style is a difficult citation format for first-time learners.

APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

Are we alone? Is the solar system unique in the Universe?

October 30, 2018/in Uncategorized/by admin

. Fill out Mass and Radius columns below using above information.

Escape Velocities on Exoplanets

Are we alone? Is the solar system unique in the Universe? No. It is just difficult to find planets because they are so tiny and dark compared to stars. Maybe direct observation is impossible even if the planet is larger than Jupiter because of the brightness of stars. However, there are some indirect methods to find them, and so far about 2,000 planetary systems have been found. In 1992 for the first time, two planets circling around Pulsar PSR 1257+12 were founded by radio astronomers using the pulsar timing method. In 1995, a planet orbiting around a main sequence star like the sun, 51 Pegasi, was discovered using radial velocity method. After that, many extra solar planets (exoplanets) were discovered using numerous indirect methods. For more further information, you may visit the following websites:

http://exoplanetarchive.ipac.caltech.edu/ http://planetquest.jpl.nasa.gov/ http://planetquest.jpl.nasa.gov/news/239#

For this activity, we are going to calculate escape velocities for several exoplanets and compare them with our major planets. Escape velocity, Ve, is defined to be the minimum velocity an object must have in order to escape the gravitational field of the planet, that is, escape the planet without ever falling back. It can be evaluated by

where M is the mass of the planet, G is the gravitational constant, g is acceleration of gravity on the planet’s surface, and R is the radius of the planet.

The selected exoplanets with some physical properties are as follows.

Kepler- 452b is located about 1,400 light years away from earth. Its size is 1.6 times of Earth’s radius and it has 5 times Earth’s mass.

51 Pegasi b is about 41 light years from Earth. Its mass is about half of that of Jupiter. Its size is about twice of that of Jupiter. Jupiter’s mass is 318 times Earth’s mass and Jupiter’s size is about 11 times Earth’s size.

Kepler-78b is located about 400 light-years from Earth. Its mass is double of Earth’s mass and its size is 1.2 times of Earth’s radius.

The distance from “Super-Earth” exoplanet, OGLE-2005-BLG-390 Lb, is about 22,000 light years. Its size is about half of that of Earth. It is five times heavier than that of Earth.

The distance between WASP-18b and Earth is about 325 light years. The mass of WASP-18b is 10 times of Jupiter’s mass, that is, about 3,180 times the mass of Earth. Its size is 11 times bigger than that of Earth’s radius.

Look at the provided table below. The first column is the name of planet, the second column is the mass, the third column is the radius, the fourth column is the escape velocity, Ve, and the fifth column is gravitational acceleration, g. In order to find the escape velocities for the given exoplanets, enter the appropriate values of their masses and radii in unit of Earth’s mass and Earth’s radius in the table below. Then, the escape velocity and gravitational acceleration will be automatically calculated. In the case of our major planets, insert data from Table 10.1 on p. 199 in the textbook. Then, you will get them, too. After completing the table, answer the questions.

Microsoft excel software is required to use the table below for automated calculation. However, if you do not have this, you can use your own calculator. It should be no problem to answer the questions.

gR R GMve 2 2

==

�1

Exoplanet name Mass [ME] Radius [RE] Ve[km/s] g [m/s/s] 51 Pegasi b Kepler -78b Kepler-452b WASP-18b

OGLE-2005-BLG-390 Lb

Our Planets Mercury Venus Earth Mars Jupiter Saturn Uranus

Neptune

2.Which planet (including both exoplanets and our major planets) is the most difficult to escape?

3.Which planet (including both exoplanets and our major planets) has the largest gravitational field, and which planet has the smallest gravitational field?

4.Which exoplanet is most like the earth? Justify your answer. Your response should be at least 50 words in length.

5.Which factor affects the escape speed? Mass and/or radius? Your response should be at least 50 words in length.

6. If one of the planets becomes a black hole, what would the escape speed be? Your response should be at least 50 words in length.