Tag Archive for: science homeworks

The Interpretation of the Parables of Mustard Seed and Leaven

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Overview

In this section, you will learn some of the identifying features of the Gospel of Luke, and you will also get a feel for “Luke’s” particular style of writing.

Objectives for this section

  • As you go through the resources for this section, you will gain a better understanding of the following aspects of the Gospel of Luke:
    • Origins of the Gospel:  where and when written, original language, etc.
    • Who was Luke writing to; what was his purpose.
    • Luke’s writing style so that you will begin to recognize a few differences/similarities between Luke and the other gospels.
    • How Luke portrays Jesus of Nazareth

Steps for achieving the objectives

Hint:  If you complete all of the reading by the end of Week 9, you will be well prepared for completing the assignments due in Week 10.  Remember:  Procrastination = STRESS!!!   :-/

Complete the following steps in the order listed and by the due dates listed below.

  1. Read Frontline: The Gospel of Luke: A Novel for Gentiles 
  2. Read The Gospel of Luke (including Introduction) in The Complete Gospels. (pages 121 – 184)
  3. Watch The story of the Prodigal Son (Luke 15: 11-32) 
  4. Watch The Kingdom of Heaven is Here and Now (Luke 12) 

 

Luke: Background and Writing Prompt

Background

In the Gospel of Luke, we have some of the best loved teaching stories told by Jesus.  The interesting thing is that when you dig into some of these teachings stories – and you take into consideration the laws and customs of first-century Palestine – the meaning of the stories no longer seems like a slam dunk.  We begin to be puzzled by what Jesus could have meant – which is arguably JUST what Jesus intended to do with these stories!  Wisdom teachers historically try to get people to understand the idea that things are rarely black and white – that is, they may not be what they appear to be.

Jesus’ teaching stories and parables frequently upend or reverse traditional thinking.  Remember that Jesus said,  “And people will come from east and west, from north and south, and dine in God’s empire. Those who will be first are last, and those who will be last are first.”  (13:29-30)  The meaning of this verse appears to be this:  Be prepared to be surprised!  The empire of God is not what you think it is.  In fact, it may be the exact opposite (first will be last, and last will be first).  Also remember that Jesus says that God makes the sun rise on the evil and on the good, and sends rain on the righteous and on the unrighteous.  There is no black and white thinking in God’s empire.

So, in looking at the parables, lets first make sure we are all on the same page regarding the meaning and function of parables.  Our textbook defines “parable” in this way:

A brief narrative or picture.  It is also a metaphor or simile drawn from nature or common life, arresting the hearer by its vividness or strangeness, and leaving the mind in sufficient doubt about its precise application to tease it into active thought.

This implies that the very purpose of the parables is to “arrest” (or put a halt to) automatic and conventional thinking – and to cause you to STOP and think again!  Dig deeper, think outside the box.  But, above all else, THINK!  Don’t let others tell you what you understand.

If we wish to truly understand any of the parables, it is especially important that we interpret them through the lens of the time and place in which they were told – first century Palestine.  But how can we do this since we do not live in first-century Palestine?  The answer is that we can do a bit of research into some of the historical information that we DO have from that time.

Writing Prompt:

1.  Please write your own interpretation of these two very short parables:

a.   The Parable of the Mustard Seed

b.   The Parable of Leaven

These parables are found back-to-back in Luke 13.  While you may think you understand exactly what Jesus is saying in these two little parables, think again!  Read this little essay on the perception of Mustard seed in first-century Palestine.  And then do a little of your own research on the meaning of leaven as it is used in the Bible.  Jesus is comparing the empire of God to both the mustard seed and leaven.  How does Jesus reverse conventional thinking with these two parables?

Please remember to include specific references (chapter and verse) to the particular passage you are writing about.

Follow up post

First one

The Gospel of Luke

The gospel of Luke is one the three synoptic gospels and its the third book in the new testament. It’s written around 70 AD by the author Luke. Luke was a physician and therefore someone learned in Hellenistic literary and scientific culture. He was also a good writer and his book was like a Greek traditional novel. Traditions report that Luke was a companion of Paul(Frontline: Traditions report).

Luke portray Jesus more deeper than the other gospels. Even though the audiences of Mark and Luke are the same which were gentiles, he describe Jesus as a teacher and also as many things. Luke wrote not only Jesus’s teachings but he describes his deliverance, healing, and how he was a beneficiary for the people. Luke’s descriptive writing skill and his knowledge made his book more interesting for the audience specially for the Greek people.

Among all Jesus teachings, the son who left his father house and returned back story was one of it that Jesus shows how the kingdom of God works(Luke 15:11-32). He taught them about forgiveness, love(Luke 15:21-23) and how the children of God are blessed(Luke 15:31-32). Jesus was also taught when the kingdom of heaven is coming (Luke 12). He said to the people to prepare for that day and told them what the sign was. After that he told them its already here. He was telling them to open their eyes and ears so that they can know the signs like they knew rain is coming by looking the cloud and so on. The gospel of Luke gave the stories more picture that can even more illustrative for todays audience.

Second one

 

The Interpretation of the Parables of Mustard Seed and Leaven

As we read and know the teachings of Jesus, he taught in parable to make his teaching understandable for the people who followed and listened to him. According the gospel of Luke 8:5, Jesus told to a lot of people who came and gathered from different places using a parable of seed which is the example of the word (message) of God… After he finished his teaching with his examples (parables), his disciples asked him why he taught in this example. Then, Jesus answered and said that they have given the privilege of knowing the secret of the empire of God, but the rest get only parables, so that they may look but not see, listen but not understand.  According to Jesus’s answer, a lot of people followed him in different reasons, but they didn’t understand what he was teaching them. Although people didn’t understand him, he was persistent in his teaching and he continued his sermon with different parables. Some of the parables are mustard seed and leaven.

1. What is the meaning of mustard seed?

Jesus told them that the kingdom of God is like a mustard seed. According to the gospel of Luke 13:18-19,Luke said,” What is the empire of God like? What does it remind me of it’s like a mustard seed that a man took and tossed in to his garden? It grew and became a tree, and the birds of the sky roosted in its branches.” As we know, the mustard seed is very small when it is tossed (casted) by a man, but after some weeks, it become bigger and it’s name changed into a tree and different birds roost on it. Similarly, the preaching about the Kingdom of the God was begun first by John the Baptist, and then by his twelve disciples. After Jesus death and resurrection, the kingdom of the God has been preaching all over the world. Therefore, Jesus used a mustard seed to teach his gospel which spread all over the world.

2.The Parable of Leaven Luke 13:20

Leaven (yeast) is also very small in size and only a little is kneaded (mixed) in to the dough. After some hours, the yeast spread through all the dough and changed the dough. Similarly, as I wrote in the above sentences, the preaching of the gospel of the God is begun by John the Baptist 3:1-20, Mathew3:1, Mark 1:1-8 in the Jordan desert, but it is spread all over the world. The word of the God which declares about the kingdom of God changes the heart of the people. Similarly, the yeast changes the dough step by step (slowly). In contrast, Leaven is the example of Pharisees’ hypocrisy Luke 12:1.

Excellent observations that lead to interesting questions and a testable potential hypothesis

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Grading Guide A range B range C range D range

OBSERVATIONS/ QUESTION/ HYPOTHESIS

Excellent observations that lead to interesting questions and a testable potential hypothesis. The hypothesis is testable, falsifiable; the independent and dependent variables are clearly identified; contains a clear prediction; it is clear that a single independent variable will be manipulated.

Good observations that lead to interesting questions and a testable potential hypothesis. The hypothesis is testable and falsified; the independent and dependent variables are identified as well as a prediction; however, the relationship between each may be a bit fuzzy; it appears that a single independent variable will be manipulated.

Observations may lack detail; however, they do lead to interesting questions and a testable potential hypothesis. The hypothesis is testable and falsifiable; independent and dependent variables are identified, but a solid link between the two may be lacking; may or may not contain a prediction; it appears that multiple independent variables might be manipulated (but no more than two).

Observations lacking or unfocused. Questions can be deduced from the observations but the hypothesis may or may not be testable. The hypothesis is testable and falsifiable but is weak; connection between the independent and dependent variables are very weak or lacking; doesn’t contain a prediction; multiple independent variables might be manipulated (three or more).

TEST DESIGN/ CONCLUSION

Test Design: Independent variable was identified, is measurable; other variables that were easily identifiable and clearly controlled.

Test Design: Independent variable was identified; is measureable; 90 percent of other variables that were easily identifiable were clearly controlled.

Test Design: Independent variable may have been identified or was measurable; 80 percent of other variables that were easily identifiable

Test Design: Independent variable often not identified, questionable measurement; 70 percent of other variables that were easily identifiable

Data: Data correlates with test design; recorded in a way that makes it easy to read and analyze. Conclusion: Could see logical progression of thought— follows data; flaws in the model are recognized and an attempt at an explanation is demonstrated.

Data: Data correlates with test design; recorded in a way that makes it easy to read and analyze. Conclusion: Logical progression of thought seen; follows the data; Flaws in model are recognized; attempt at an explanation is demonstrated at least 90 percent of the time.

were clearly controlled. Data: Data correlates with test design; recorded but not easily defined. Conclusion: Some logical progression of thought; may not deviate from the data. Flaws in the may be recognized; an attempt at an explanation may be demonstrated.

were clearly controlled. Data: Data may or may not correlate with test design but is not easily defined, making analysis difficult. Conclusion: Logical progression of thought lacking or random; deviates from data. Flaws in the model often not recognized and/or attempts at an explanation lacking or minimal.

REFLECTION QUESTIONS

Question 1 Excellent knowledge of falsifiability; excellent explanation of the role it plays in advancement of knowledge (only one flaw in reasoning). Question 2 Clear, concise summary; all vocabulary used—no major errors

Question 1 Good understanding of purpose of falsifiability; good explanation of the role it plays in advancement of knowledge (no more than two flaws in reasoning). Question 2 Summary is largely correct; vocabulary used, for the

Question 1 Adequate understanding of purpose of falsifiability; adequate explanation of the role it plays in advancement of knowledge (no more than three flaws in reasoning). Question 2 Summary is sketchy, all vocabulary not used/not all

Question 1 Poor understanding of purpose of falsifiability; poor explanation of the role it plays in advancement of knowledge (four or more flaws in reasoning). Question 2 Summary clearly shows lack of knowledge;

(no more than one flaw).

most part correctly (no more than two flaws).

vocabulary correctly (no more than three flaws).

vocabulary not used/not used correctly (four or more flaws).

Carefully complete each phase of the portfolio assignment dealing with the termite experiment.

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Portfolio Question 4: Termite Behavior: Using the Scientific Method to Know

Reminder

Your complete set of portfolio activities is the capstone project of this class. Thus, it is in your best interest to carefully read the instructions and information for this assignment and critically think about the best way to answer the question before you prepare and submit your work.

Connections to Learning Outcomes:

Lightbulb iconCarefully complete each phase of the portfolio assignment dealing with the termite experiment.  Note: for each exam, two portfolio questions will be randomly selected for grading, so take your time and do your best. It is in your best interest to carefully study the grading guide so you know exactly what is expected.

· Carefully observe phenomenon and record those observations.

· Write questions based on the observations—assess which questions are scientifically testable.

· Propose a hypothesis based on observations and questions that is testable, falsifiable, and predictive.

· Design an experimental protocol based on the hypothesis.

· Gather data, analyze the data, and organize the data into a format that communicates information clearly.

· Write a conclusion that is defendable based on the evidence collected.

Introduction to the Activity

Termites in a wooden structure

Photo by Stephanie Burdett

This activity lets you practice elements of the scientific method as best we can in an online environment. You’ll be filling out the  Termite Activity Worksheet  as you work your way through the activity. Save a copy of the worksheet, type your information into it, and submit it when you are finished.

Hint: As you go through the activity, it will help to use a printed or electronic copy to keep track of your answers. This will make it easier to format it for submission when you are done.

Next, watch the introduction video. This segment will give you some background on termite behavior and ecology.

Click here to watch video.

01—Termites

To read the transcript for this video, click here.

Now is a good time to check out the  grading guide  so you have a pretty good handle on what is expected.

Observations

There is a difference between casual and scientific observations. Good scientific observations include both qualitative (descriptive) and quantitative (numeric) data. In real life you might want to think of tools you could use to enhance observations. Details are important.

Click here to watch video.

02—Observations

To read the transcript for this video, click here.

For this segment of our activity, you need to record a minimum of four observations (more is better). For this assignment you will submit four carefully-crafted observational statements that will lead to interesting questions and a testable hypothesis.

Question Development

Think back to our lesson “Do You Know What You Should Think” and our discussion on asking good questions in order to find clear answers. You might want to review President Samuelson’s article to jog your memory.

Developing effective questions is an especially important concept in science: to promote problem solving, you need to ask effective questions.

Now you get to practice what you’ve learned previously. Based on your observations you’ll need to write two scientifically investigable questions.

Click here to watch video.

03—Question Development

To read the transcript for this video, click here.

Constructing a Hypothesis

Remember, a hypothesis is a proposed explanation for a set of phenomena and is often based not only on observation but on prior experience, scientific background knowledge, and logic.

In this class, we’ll have you write a highly formalized hypothesis so that you clearly identify the independent and dependent variables, showing a strong relationship between the two, and make a clear prediction. A strong, clear hypothesis will help you design a good experiment!

To do this let’s review some vocabulary:

· INDEPENDENT VARIABLE (A)—the variable you, the scientist, control or change

· DEPENDENT VARIABLE (B)—the variable that you observe or measure the results of

· PREDICTION—a rigorous statement (often quantitative) forecasting what will happen under specific conditions

Remember, the observed outcome of the dependent variable depends on how you manipulate the independent variable.

Hypothesis statement format: If A (independent variable) is related to B (dependent variable), then __________________ (prediction).

The structure of a formalized hypothesis is useful because it make you focus on a single independent variable and its relationship to the dependent variable(s). Plus, it forces you to make a prediction of how manipulating the independent variable will affect the dependent variable.

For example:

If annual rainfall is related to the thickness of annual growth rings in trees, then examining wood samples will reveal correlations in the growth rings to the historical records for rainfall in that environment.

Beware! Not all if–then statements are hypotheses. An example of an if–then statement that isn’t a hypothesis might be “If heavier-than-normal rainfall occurs in one year, then the annual growth ring for that year will be thicker.” This is a simple prediction, not a hypothesis. The problem with this statement is that there is no proposition to test. What is related to what? Is rainfall a variable? Is growth a variable?

Now, you’ll select one of your investigable questions and construct a formalized hypothesis.

Click here to watch video.

04—Constructing a Hypothesis

To read the transcript for this video, click here.

Experimental Design

“Because the validity of an experiment is directly affected by its construction and execution, attention to  experimental design  is extremely important.” 1 Scientists analyze the data that an experiment produces, so it’s vital to put in the time and effort required to properly design an experiment. If you’ve designed the experiment well, it will produce the right type of data, and you will be able to answer the question quickly and efficiently.

You’ve clearly identified the question the experiment is intended to answer. Now you should focus on identifying expected conflicting variables so that there is only one variable of interest that is being manipulated—this is a major way you can improve the quality of your answer. Of course, it is impossible to identify and eliminate all extraneous variables however you should eliminate as many as possible.

The students that take this course on campus in a face-to-face environment have the opportunity to actually do the termite activity. They make actual observations and carry out experiments. Since an online course does not have this luxury, I’m going to tell you the six directions virtually every on-campus student takes when writing a hypothesis.

· Ink color—the color of the ink is what attracts termites to the circle

· Shape—the geometric shape drawn affects whether or not termites follow the ink path

· Smell/taste—termites are attracted to the smell of the ink, or they like the taste of the ink

· Texture—the stickiness, wetness, smoothness, etc. of the ink influences termite movement

· Indentation—the recess in the surface of the paper forms a pathway the termites follow

Does one of these fit your hypothesis? Great! If not, then don’t worry. Write up your experimental design based on your hypothesis.

Take some time to carefully design an experiment to test your hypothesis. Use bullet points to briefly describe your experimental protocol including how you plan to eliminate unwanted variables and the sorts of data you will collect.

Click here to watch video.

05—Experimental Design

To read the transcript for this video, click here.

Record the Experimental Data

Evaluating an idea in light of the evidence should be simple, right? Either the results match the expectations or they don’t. Sometimes this is true, but in the real world things are usually more complex and messy, which means it’s not so straightforward to interpret the evidence that pertains to your idea. For these reasons it is crucial to have a good idea of the data you want to collect from an experiment and be scrupulous when collecting that data.

Because we are not in a face-to-face class, you were not able to actually carry out your own experimental design. We still want you to have the experience of collecting and analyzing data, so we’ve set up five of the most common experimental designs Biology 100 students have created in the past. Select the idea that best fits your hypothesis, click on the link and collect the data. Make sure you organize your data so it is clear and tells a story.

I

Analyze the Data—Write a Conclusion

Data analysis is perhaps the trickiest part of any scientific endeavor. The same data may be interpreted in different ways. After many rounds of experiments, arguments, and analysis, the scientific community usually reaches a concensus about how a set of data should be interpreted but this process usually involves additional lines of evidence.

For this activity we are not interested if you “got the right answer” as to why the termites behave as they did. We are interested that you show deep thought, logic, and application of the evicence (data) in your conclusion.

Recap

For this part of the activity we’ll look at potential problems with various experiments. After watching this segment, you’ll write down two uncertainties you have about the conclusion you just wrote (i.e., why you might be not completely confident in your conclusion). At this point you may want to go back and view the other experiments.

Click here to watch video.

11—Recap

To read the transcript for this video, click here.

Reflection

Now that you’ve completed the termite activity, you’ll reflect on the principles to which you were introduced in this unit and put into practice in this lesson by answering two questions. You might want to review your notes, the Explorable website, and the assigned reading in your textbook to help you prepare your answers.

Formatting and Naming Your Assignment

Please follow these guidelines.

· Type your information in the  Termite Activity Worksheet .

· Any citations (in text and works cited page) should be in MLA format (see the BYU Writing Center website for more information).

· Save the file in DOC or DOCX format.

· Name the file using the course number, your first and last name, and the assignment name for the filename. For example, BIO100_KimSmith_TermiteActivity_Unit2Lesson3.docx

Submitting Your Assignment

When you are ready to submit your assignment,

1. Click on “Show Dropbox” at the bottom right of your screen.

2. Click on “Choose File.”

3. In the window that pops up, navigate to the document you want to submit.

4. Select the document and click “Open.”

5. In the comment box below, add any comments you have or any comments required by the assignment.

6. Once everything is ready, click “Submit.” A small icon will appear in the top right corner of the screen and on the navigation menu informing you that the assignment has been submitted and is ready for grading.

Please thoughtfully and carefully respond to each question and exercise

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Portfolio Question #4

The Logic of Hypothesis Testing

Important information about completing this assignment:

1. Please thoughtfully and carefully respond to each question and exercise. It is not important whether or not you are able to come up with the “right” answer. As you can see from the grading guide your work will be assessed based on your ability to think and work as a scientist!

2. Make sure you format your paper so that you’ve included titles for each part of the activity and that you submit your document properly

The Activity:

A. Title: Observations

· Record at least 4 observations:

·

·

·

·

B. Title: Question Development

· Write down at least 2 questions generated from your observations. Make sure the questions you pose are suitable for firsthand scientific investigation:

·

·

C. Title: Constructing A Hypothesis

· Select one investigable question from the list you made in question B and use it to construct a hypothesis. Make sure you write a highly formalized hypothesis – If….then statement that focuses on a single independent variable and clearly shows its relationship to the dependent variable. Don’t forget to include a prediction:

D. Title: Experimental Design

· Design an experiment to test your hypothesis. Use bullet points to briefly describe your experimental protocol. You should carefully think about materials, methods, how you will control for extraneous variable, and the data you will collect:

E. Title: Data From The Experiment

· Think about the types of data (qualitative and quantitative) that you want to collect to provide evidence for the hypothesis. Collect suitable data and display it appropriately (graphically, textually, etc.)

· List strengths and weaknesses of this experiment (i.e. what variables weren’t appropriately controlled, etc.)

F. Title: Data Analysis – Conclusion

· Analyze your data. Provide at least 4 pieces of evidence from your analysis that either support or refute your hypothesis.

· Use bullet points to succinctly outline the main points of your conclusion:

G. Title: Recap

· Record at least 2 uncertainties you have (Use bullet points to give any reasons why you are not completely confident in your results/conclusion):

H. Title: Reflection

Review your notes from previous discussions and readings in the textbook to help you prepare your answers.

1. Record at One of the major tenets behind science is that any scientific hypothesis and the experimental design based on that hypothesis must be falsifiable. Briefly, provide an explanation for why falsifiability is the foundation of scientific experimentation and why this principle leads to scientific advancements in knowledge. Limit your answer to no more than 1 page, double-spaced, 12 point font.

2. Using the given vocabulary words where appropriate, summarize the process of turning an investigable question into a hypothesis. Limit your answer to no more than 1 page, double-spaced, 12 point font.

· Scientifically testable

· Prediction

· Falsifiable

· Independent Variable

· Dependent variable(s)

· Controlled variables/conflicting variables

 

Describe the purpose and hypothesis of the experiment. (What are you trying to prove or see?)

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ASSIGNMENT 1 and 2: LAB REPORTS

Due in Weeks 5 and 10 and worth 240 points each.

You are a scientist in your life and in the real world. Part of the fun of learning about the world and how it works is going beyond the text and seeing it for yourself in action.

This quarter you are studying 4 major fields of science Physics, Chemistry, Earth Science and Astronomy. For two (2) of those fields, you will perform an experiment and create a lab report.

At the end of each chapter you are assigned to read this quarter, there are “ACTIVITIES (HANDS-ON APPLICATION)” where you can find your “experiment.”

Don’t let this be the only place you look! Venture to YouTube or the Science channel’s show “Outrageous Acts of Science.” If you have wanted to put a Mentos in a bottle of Diet Coke – this is the time! If you want an excuse to go camping or hiking, star gazing or doing a geological study might just be the way to go. You could even make up one of your own! Include your family, your friends, your pets! Have fun!

CAUTION: Please make sure that you have the proper safety equipment when conducting any experiment. This generally includes but is not limited to, eye protection in the form of goggles or safety glasses and clothing that is not loose fitting.

For each lab report you must:

  1. Describe the purpose and hypothesis of the experiment. (What are you trying to prove or see?)
  2. List/show the materials used.
  3. Describe the procedure. (Describe the steps of the experiment and what you did so that a classmate could replicate if they wanted.)
  4. Describe and display the results. (What happened? Hint: Some of the data may be easier to show in charts or with graphics.)
  5. Answer the following explanatory and interpretative questions:
    • Why do you think you achieved the results that you did?
    • Did anything unexpected happen?
    • Do the data/results support the hypothesis? Why? (Show using specific references to the data.)

This Lab Report may be submitted in any format: Video, PowerPoint (with notes pages as needed or screen capture as wanted), Word Document, etc., or any combination that would allow you to show not only the details of the experiment and data but what you have learned from doing it. Use your own words throughout.

All assignments, regardless of format, must give citations, references and/or credit  and use 2-3 academic quality sources. For example if it’s not an original experiment and you were inspired by someone else’s video, or copied it exactly, let us know which one etc. The important thing is that your sources be documented clearly in a way that your sources can be checked by the reader (and verified by the instructor). SWS style is recommended, but not required.

What is the date/time of this chart (hint, upper left hand corner, in Greenwich Mean Time)?

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Weather Maps

This assignment will help you better understand the cyclogenesis and weather forecasting lessons, and provide a basis for better understanding of public weather forecasts and products in the future.

Regardless of when you do this assignment, it is important to use information from roughly the same time, as comparing charts and images from different days and vastly different times of the same day are like comparing apples and oranges. So, when you do this assignment, set aside an hour or so to do it all at once…so that your surface map, radar, satellite, and upper air are all from the same day and close to the same time of day!

To start, copy the following link:

http://weather.unisys.com/surface/index.php

The current surface weather chart should pop up. Click on the image beneath the words “surface data.” When it comes up, save it.

1. What is the date/time of this chart (hint, upper left hand corner, in Greenwich Mean Time)?

2. Locate a cold front. What direction are the winds ahead of (east of) the cold front? How about behind (west of) the cold front?

3. Is there any precipitation shown on the chart? If so, where? Is it along frontal boundaries?

4. Locate a High and a Low-pressure system and in words describe the location.

5. Copy the following link:

http://weather.unisys.com/satellite/index.php

which should take you to an infrared satellite image near or at the time of the surface analysis. As before, click on the image beneath the words “Infrared Satellite Images.” How do the cloud features compare to the surface features?

6. Now copy this link:

http://weather.unisys.com/radar/index.php

which should take you to the current Doppler Radar mosaic under the words “radar Data.” Click on the image. How do the radar precipitation features compare to the surface chart? To the satellite image?

7. Now copy the following link:

http://weather.unisys.com/upper_air/index.php

which should introduce the upper air menu page, with an image of the current 500-mb chart. Click on the chart below the words “Upper Air Data.” Then, save it. Locate the upper-air troughs and ridges that correspond to the surface high and low you analyzed in question 4, and describe how they match up, or where they are relative to one another (i.e., is the upper trough east of the surface low, etc).

8. Submit via Canvas or email, and send to me the surface chart, the 500-mb chart, and answers to the questions above.

Your objective evaluation of your nutrient intake compared to the RDA

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  • Your objective evaluation of your nutrient intake compared to the RDA. Again I will ask that you focus on variety! I believe increasing variety in the diet is very important, and I expect to see variety in the answer- do not state “I could eat more…;” more of one thing doesn’t increase variety.  I want each nutrient to read “I consumed X amount of niacin, while the recommendation is for Y” then state “I two excellent sources of niacin would be.”  For the purpose of this assignment, an excellent source of any nutrient must contain at least 10% of the RDA for that nutrient.  For example, blueberries contain 24% of the DV for vitamin C, thus you could suggest blueberries as a source for vitamin C; however they only contain 1% of the DV for vitamin A, thus they would not be an excellent source for vitamin A and you would not get credit for that answer. All sources must be from food, not supplements. The grade depends on identification of a wide variety of sources of nutrients from food. If you have questions, please ask. I want this in a bullet point format, avoid a lengthy paragraph, please just list intake, RDA, UL if applicable and sources, then hit enter and move on to the next nutrient. **Please note that while excess dietary sugar is of significant concern to overall health, the diet analysis program is lacking the data to accurately assess this element and therefore it will not be evaluated.
  • Spelling, grammar, punctuation, capitalization, and organization count! Please visit the WNC Academic Skills Center (Links to an external site.)Links to an external site.  or the Writing Center for assistance with organizing and proofreading your assignment.
    1. Cholesterol- list the dietary intake, is it less than the limit of 300 mg per day? If it is over 300 mg/day, list at least one source of the excess (usually it is eggs)
    2. Vitamin A- state the dietary intake of vitamin A, state the RDA for vitamin A, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL). Identify 2 excellent sources of vitamin A.
    3. Thiamin-state the dietary intake of Thiamin, state the RDA for thiamin. Identify 2 excellent sources of thiamin.
    4. Riboflavin-state the dietary intake of riboflavin, state the RDA for riboflavin. Identify 2 excellent sources of riboflavin.
    5. Niacin-state the dietary intake of niacin, state the RDA for niacin, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL). Identify 2 excellent sources of niacin.
    6. Vitamin B6- state the dietary intake of vitamin B6. state the RDA for vitamin B6; if intake was in excess of RDA state the Tolerable Upper Intake Level (UL) . Identify 2 excellent sources of vitamin B6.
    7. Vitamin B12- state the dietary intake of vitamin B12, state the RDA for vitamin B12. Identify 2 excellent sources of vitamin B12.
    8. Vitamin C- state the dietary intake of vitamin C, state the RDA for vitamin C, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL). Identify 2 excellent sources of vitamin C.
    9. Vitamin D- state the dietary intake of vitamin D, state the RDA for vitamin D, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL). Identify 2 excellent sources of vitamin D.
    10. Vitamin E- state the dietary intake of vitamin E, state the RDA for vitamin E. Identify 2 excellent sources of vitamin E.
    11. Folate- state the dietary intake of folate, state the RDA for folate, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL). Identify 2 excellent sources of folate.
    12. Calcium- state the dietary intake of calcium, state the RDA for calcium, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL). Identify 2 excellent sources of calcium.
    13. Iron- state the dietary intake of iron, state the RDA for iron, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL). Identify 2 excellent sources of iron.
    14. Magnesium- state the dietary intake of magnesium, state the RDA for magnesium. Identify 2 excellent sources of magnesium
    15. Potassium- state the dietary intake of potassium, state the RDA for Potassium. Identify 2 excellent sources of potassium (remember to focus on variety)
    16. Selenium- state the dietary intake of selenium, state the RDA for selenium, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL). Identify 2 excellent sources of selenium.
    17.  Sodium- state the dietary intake of sodium, state the AI and UL for Sodium. Identify at least 1 food item in the diet that was high in sodium.
    18. Zinc- state the dietary intake of zinc, state the RDA for zinc, if intake was in excess of RDA state the Tolerable Upper Intake Level (UL) . Identify 2 excellent sources of zinc.

 

In this section you should provide an overview of the 2015 Paris ISIS terrorist attacks and an introduction to each subsequent section of the report

/in /by

2015 Paris ISIS Attacks Intelligence Report

Overview

In this section you should provide an overview of the 2015 Paris ISIS terrorist attacks and an introduction to each subsequent section of the report.

Task 1: Graphic Representation of Terrorist Attacks

For this task you must include a map or graphic that pinpoints the attacks and the times at which they occurred. You must also provide some narrative that describes the graphic. Your graphic should convey the relative proximity of the attacks. Including landmarks can help orient the viewer. Figure 1 an example of how a map (or series of maps) could be placed in your report. The figure shows Paris but not the location of the attacks.

A map of Paris

Figure 1. Paris.

Source: MapQuest

Task 2: Description of What Transpired at Each Location

This may be the most text-intensive section of your report. Whether you include visuals is up to you. You must include a citation for any source material incorporated into your work. The full reference information for your sources will appear in the last section of the report.

Task 3: Use of Maltego to Describe Team Members

Figure 2 shows how a Maltego graph can be integrated into your report. This example depicts who participated in attacks at each location and the overall leadership structure of the attackers.

Example of integrating a Maltego graph into report

Figure 2. Terrorist deployment and organizational structure.

Source: Maltego

There is not one correct way to create a Maltego chart. In Figure 2 Abdelhamid Abaaoud is shown both as an attacker at Bars and Restaurants and as the overall leader at the top of the chart.

Maltego has transforms that may provide even more insight by integrating external data. Figure 3 is similar to Figure 2 except that DuckDuckGo information on Abdelhamid Abaaoud is included.

Another example of integrating a Maltego graph; this one uses transforms to provide more insight.

Figure 3. Terrorist deployment and organizational structure with additional text.

Source: Maltego

Task 4: Use of Maltego to Convey Weapons and Mode of Attack

There were many weapons used in the attacks and possibly additional technology that supported the terrorists. Use Maltego to display this information. Figure 4 is a simple example of such a chart.

A simple Maltego chart that shows weapons used in the attack.

Figure 4. Weapons used at Bataclan.

Source: Maltego

Clearly there were more weapons used at Bataclan. It is your responsibility to research and present clear, accurate information about the weapons and mode of attack.

Task 5: Representation of the Victims

This is a solemn aspect of the report and can be difficult to work on. It is hard to truly comprehend the scale of tragedies such as what happened in Paris and remembering the victims is one way to do this. There are many ways to convey this information and it is up to you to determine how you will do it. Maltego is not required for this task, but one representation method is to use the ball-size entity view in Maltego to help provide scale.

Conclusion

Be sure to include a summary of your main points and a conclusion at the end of your report.

References

You should include a full bibliography of all of the sources you used in your report.

Apply the procedures for argumentation analysis (located in Chapter 8) to display contending positions and underlying assumptions for the content of Review Question 8

/in /by

Assignment 2: Stakeholder Analysis 

Due Week 5 and worth 225 points

Write a five to six (4-6) page paper in which you: (Note: Refer to Review Question 8 located at the end of Chapter 3 for criteria 1-3. Select two (2) editorials / essays / columns (by staff or freelance writers) on a current issue of public policy from two (2) different publications (large metropolitan or national newspaper such as Washington Post or the New York Times or national magazines such as Newsweek, Time, and The New Republic.)

Visit the online library at http://research.strayer.edu to read these titles.

 

1.      Apply the procedures for argumentation analysis (located in Chapter 8) to display contending positions and underlying assumptions for the content of Review Question 8.

 

2.      Determine which arguments are the most plausible. Provide a rationale for your views.

(Note: Refer to Demonstration Exercise 1 located at the end of Chapter 3 for criteria 4-6. Examine Box 3.0 – Conducting a Stakeholder Analysis. Choose one of the following policy issues in the U.S.: gun control, illegal drugs, medical insurance fraud, and environmental protection of waterways, job creation, affordable health care, or Medicare.)

 

3.      Apply the procedures for stakeholder analysis to generate a list of at least five to ten (5-10) stakeholders who affect or are affected by problems in the issue area chosen for analysis. (Note: Refer to the textbook for a step-by-step process on stakeholder analysis.)

 

4.      After creating a cumulative frequency distribution from the list, discuss new ideas generated by each stakeholder. (Note: The ideas may be objectives, alternatives, outcomes causes, etc.; ideas should not be duplicates.) Refer to the following video for a reminder on how to calculate cumulative relative frequency: https://www.youtube.com/watch?v=kBX9aNdOYDg.

 

5.      Write an analysis of the results of the frequency distribution that answers the following questions: (a) Does the line graph flatten out? (b) If so, after how many stakeholders? (c) What conclusions can be drawn about the policy problems in the issue area?

 

 

6.      Appropriately incorporate at least four (4) quality sources. A quality source can be either grey literature, such as a news article, or scholarly, such as peer reviewed works. In the case of public administration, government websites are appropriate quality resources. Note: Wikipedia, SparkNotes, and similar websites do not qualify as academic resources. Visit the Strayer University Library at http://research.strayer.edu to conduct research.

Your assignment must follow these formatting requirements:

         Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.

         Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The course learning outcome associated with this assignment is:

         Evaluate policy outcomes using a variety of methods and techniques.

 

Points: 225 Assignment 2: Stakeholder Analysis
Criteria Unacceptable Below 70% F Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A
1. Apply the procedures for argumentation analysis (located in Chapter 8) to display contending positions and underlying assumptions for the content of Review Question 1. Weight:15% Did not submit or incompletely applied the procedures for argumentation analysis (located in Chapter 8) to display contending positions and underlying assumptions for the content of Review Question 1. Partially applied the procedures for argumentation analysis (located in Chapter 8) to display contending positions and underlying assumptions for the content of Review Question 1. Satisfactorily applied the procedures for argumentation analysis (located in Chapter 8) to display contending positions and underlying assumptions for the content of Review Question 1. Thoroughly applied the procedures for argumentation analysis (located in Chapter 8) to display contending positions and underlying assumptions for the content of Review Question 1.
2. Rate the assumptions and plot them according to their plausibility and importance. (Refer to Figure 3.16, Distribution of warrant by plausibility and importance.) Weight: 10% Did not submit or incompletely rated the assumptions and plotted them according to their plausibility and importance. (Refer to Figure 3.16, Distribution of warrant by plausibility and importance.) Partially rated the assumptions and plotted them according to their plausibility and importance. (Refer to Figure 3.16, Distribution of warrant by plausibility and importance.) Satisfactorily rated the assumptions and plotted them according to their plausibility and importance. (Refer to Figure 3.16, Distribution of warrant by plausibility and importance.) Thoroughly rated the assumptions and plotted them according to their plausibility and importance. (Refer to Figure 3.16, Distribution of warrant by plausibility and importance.)
3. Determine which arguments are the most plausible. Provide a rationale for your views. Weight:15% Did not submit or incompletely determined which arguments are the most plausible. Did not submit or incompletely provided a rationale for your views. Partially determined which arguments are the most plausible. Partially provided a rationale for your views. Satisfactorily determined which arguments are the most plausible. Satisfactorily provided a rationale for your views. Thoroughly determined which arguments are the most plausible. Thoroughly provided a rationale for your views.
4 Apply the procedures for stakeholder analysis presented in Box 3.0 Conducting a Stakeholder Analysis to generate a list of at least five to ten (5-10) stakeholders who affect or are affected by problems in the issue area chosen for analysis. Weight:15% Did not submit or incompletely applied the procedures for stakeholder analysis presented in Box 3.0 Conducting a Stakeholder Analysis to generate a list of at least five to ten (5-10) stakeholders who affect or are affected by problems in the issue area chosen for analysis. Partially applied the procedures for stakeholder analysis presented in Box 3.0 Conducting a Stakeholder Analysis to generate a list of at least five to ten (5-10) stakeholders who affect or are affected by problems in the issue area chosen for analysis. Satisfactorily applied the procedures for stakeholder analysis presented in Box 3.0 Conducting a Stakeholder Analysis to generate a list of at least five to ten (5-10) stakeholders who affect or are affected by problems in the issue area chosen for analysis. Thoroughly applied the procedures for stakeholder analysis presented in Box 3.0 Conducting a Stakeholder Analysis to generate a list of at least five to ten (5-10) stakeholders who affect or are affected by problems in the issue area chosen for analysis.
5. After creating a cumulative frequency distribution from the list, discuss new ideas generated by each stakeholder. Weight:15% Did not submit or incompletely discussed new ideas generated by each stakeholder after creating a cumulative frequency distribution from the list. Partially discussed new ideas generated by each stakeholder after creating a cumulative frequency distribution from the list. Satisfactorily discussed new ideas generated by each stakeholder after creating a cumulative frequency distribution from the list. Thoroughly discussed new ideas generated by each stakeholder after creating a cumulative frequency distribution from the list.
6. Write an analysis of the results of the frequency distribution that answers the following questions: (a) Does the line graph flatten out? (b) If so, after how many stakeholders? (c) What conclusions can be drawn about the policy problems in the issue area? Weight:15% Did not submit or incompletely wrote an analysis of the results of the frequency distribution that answers the following questions: (a) Does the line graph flatten out? (b) If so, after how many stakeholders? (c) What conclusions can be drawn about the policy problems in the issue area? Partially wrote an analysis of the results of the frequency distribution that answers the following questions: (a) Does the line graph flatten out? (b) If so, after how many stakeholders? (c) What conclusions can be drawn about the policy problems in the issue area? Satisfactorily wrote an analysis of the results of the frequency distribution that answers the following questions: (a) Does the line graph flatten out? (b) If so, after how many stakeholders? (c) What conclusions can be drawn about the policy problems in the issue area? Thoroughly wrote an analysis of the results of the frequency distribution that answers the following questions: (a) Does the line graph flatten out? (b) If so, after how many stakeholders? (c) What conclusions can be drawn about the policy problems in the issue area?
7. 2 references Weight: 5% Does not meet the required number of references Meets the required number of references; some or all references poor quality choices. Meets number of required references; most references quality choices. Exceeds number of required references; all references high quality choices.
8. Clarity, writing mechanics, and formatting requirements Weight: 10% More than 6 errors present 5-6 errors present 3-4 errors present 0-2 errors present