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SIMPATH 432 ASEUA Recreation Subsystem Activity
Activity 10
Recreation
A community assessment begins with a basic windshield survey where each community subsystem i ...
SIMPATH 432 ASEUA Recreation Subsystem Activity
Activity 10
Recreation
A community assessment begins with a basic windshield survey where each community subsystem is explored. Explore ways you can use recreation to promote and support health and gain an understanding of how social interaction and recreation influence health.
Click on the Enter Sentinel City® and continue your virtual experience by taking a bus tour of Sentinel City®. Since this is your second tour, feel free to choose any bus speed and/or get off the bus at any time to walk around. As you take the tour, write down your observations, specifically focusing on the subsystem: recreation. Meet with Mayor Hill to discuss the subsystem: recreation. Compile your observations and any demographic information addressing each item listed in the first column of the rubric. We encourage you to add other relevant characteristics you observe that may not be listed in the first column as you complete this activity.
Lifelong Learning Assessment
The need to stay current in industry and engage in professional development has always been important for professionals. A ...
Lifelong Learning Assessment
The need to stay current in industry and engage in professional development has always been important for professionals. As fast-paced technological advances add continued complexity to socio-technical systems, the workplace has transformed to mandate the need for lifelong learning and professional development, especially in safety, health, environmental, and engineering industries. Given this, the Accreditation Board for Engineering and Technology (ABET) has recently placed emphasis on these skills in safety and health education in Criteria for Accrediting Applied Science Programs (PDF) (Links to an external site.). Universities seeking or holding ABET accreditation are required to prepare students for lifelong learning. The challenge becomes how to define lifelong learning engagement and how to differentiate a graduate who is a lifelong learner from one who is not.
A graduate should be able to continue to develop as a learner and scholar in his or her professional and personal life. This assignment is designed to help you think about your long-term professional, scholarly, and personal growth plans, and the concept, application, and engagement of lifelong learning, specifically as it applies to safety, health, environmental, related industries, or personal growth in specified disciplines. In Bloom's Taxonomy of Cognitive Development/GMU (Links to an external site.), he identified six levels within the cognitive domain, from the simple recall or recognition as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Mastery of each level can be demonstrated through certain actions, examples of which are given below and in the link above:
Level 1 - Knowledge: Students recognize or recall information (ex. repeat verbatim definitions or principles).
Level 2 - Comprehension: Students understand the meaning of information, so they can explain it to others (ex. share their own examples of how a principle applies in certain scenarios).
Level 3 - Application: Students use information appropriately to solve well-defined problems.
Level 4 - Analysis: Students deal with ambiguity in new, ill-defined situations by formulating models and seeing relationships.
Level 5 - Synthesis: Students combine elements in novel ways to generate new products or ideas.
Level 6 - Evaluation: Students judge the worth of ideas, theories and opinions, choose among alternatives, and justify their choice based on specific criteria.
Directions
For this assignment, you will respond to the five categories listed below, in an APA formatted paper of approximately 500 - 1000 words (two to four pages of text, double-spaced). Your paper should address the five broad areas described below, but you may add your own ideas as well. In addition to content, your paper will also be assessed on organization, support, style, conventions, and citation/reference of outside sources. The attached rubric will be used to evaluate your paper.
Broad topics to be included in your paper:
Concept of lifelong learning:
Define and discuss the concept of “lifelong learning” and the benefit to self and industry.
Discuss your own philosophy on learning and apply concepts of lifelong learning.
As you progress through your profession or strive to achieve a new profession or personal growth, in what ways do you believe that your learning will continue?
Continuing education and professional development in specified industry or personal growth in discipline, either formal or informal:
Discuss appropriate continuing education and professional development (formal or informal).
Demonstrate a detailed understanding of relevant requirements and the benefit to self and industry. Provide examples of application.
Application of lifelong learning to professional, scholarly, and/or personal growth goals:
Describe realistic professional, scholarly, and/or personal growth goals.
Includes a thorough and thoughtful plan to meet these goals and the role lifelong learning plays in achieving goals.
Self-assess the cognitive domain level achieved in this course or degree program.
Using Bloom’s levels of cognitive domain in Bloom's Taxonomy of Cognitive Development/GMU (above), rate your intellectual activity in this course or in your degree program.
Explain your rationale for this rating.
How can you maintain or achieve a higher level of cognitive domain?
Professional organizations and credentials:
What professional organizations are available in your field or your community?
What are the advantages of joining or disadvantages of not joining these organizations?
How might your involvement beyond basic membership apply to lifelong learning?
Evaluate the different types of credentials (licensure, registration, certification, etc.) or further degrees that are applicable to your profession/discipline and how achievement of credentials support lifelong learning.
SUNY Empire State College Geometric Optics Ray Tracing and image Formation Lab Report
I was wondering if someone would be able to help me with my physics lab. It involves : Geometric Optics, Ray Tracing, and ...
SUNY Empire State College Geometric Optics Ray Tracing and image Formation Lab Report
I was wondering if someone would be able to help me with my physics lab. It involves : Geometric Optics, Ray Tracing, and Image Formation. It requires an abstract (Abstract section should have more summary of results and conclusions), introduction, materials and methods, results/observations, and conclusions (conclusion should have more discussion of specific results and how they validate the theory behind each experiment). Also includes data tables and questions. Attached is the lab template. Thank you!
LAB253 Troy University Resistance and Capacitance in A Circuit Analysis
Please answer all questions in the RC circuit document. include the question in Analysis part.Resistance and capacitance i ...
LAB253 Troy University Resistance and Capacitance in A Circuit Analysis
Please answer all questions in the RC circuit document. include the question in Analysis part.Resistance and capacitance in a circuit When resistance and capacitor are connected in series, capacitor acts as a device for storing charge. The amount of charge stored is directly proportional to voltage applied, Q = CV. When battery in turned on, capacitor starts charging until it reaches to maximum voltage supplied by battery. Since capacitor is storing the charge so amount of current in the circuit keeps decreasing across the resistance. Once the capacitor is fully charged and disconnected from battery, it will discharge through the resistance. When the amount of charge stored in capacitor decreases, the amount of current through the resistance is also decreased. During charging and discharging of the capacitor, the current will decrease exponentially as the function of time. The time in which the current reduced to 1⁄2 of its maximum value is defined as half life. The half life can be calculated using the formula τ1/2 =ln2RC You will measure be two RC decay half-lives. The first will be long enough to measure using a multimeter and a stopwatch.Step 1Set up the circuit below with the power supply off.Step 2Turn on the power supply, adjust it to 2-3 volts and start the stopwatch. Record the time and 5000Ω and 20000μF voltage every 15 seconds for 5 minutes.Step 3Disconnect the wires from the power supply and short them together. Again, record the time and voltage every 15 seconds for 5 minutes.Step 4Plot the data from step 1 and 2 on separate plots. Find an experimental half-life from both plots.Step 5Using that resistance and your measured half-life (from step #4) get an experimental value for capacitance of C which should match with theoretical value given on the capacitor( 0.2 F). Setup1. Construct the circuit shown in Figure 2. The voltage source is Signal Generator #1 on the 850 Universal Interface. C = 3900 pF and R = 47 kΩ.Figure 2. RC Circuit Diagram2. Click on Signal Generator #1 to connect the internal Output Voltage-Current Sensor. Set the signal generator to a 350 Hz square wave with 2 V amplitude and 2 V offset. This will make the square wave all positive with an amplitude of 4 V. Set the signal generator on Auto.3. Plug the Voltage Sensor into Channel A. Connect the Voltage Sensor across the capacitor. Procedure1. Set up an oscilloscope display with the Voltage Ch.A and the Output Voltage on the same axis. Click Monitor and adjust the scale on the oscilloscope so there is a complete cycle, so the capacitor fully charges and discharges.2. Increase the number of points (using the tool on the scope toolbar) to the maximum allowed. Then take a snapshot of both voltages shown. Rename the snapshots "3900pF".Analysis1. Create a graph with Voltage Ch.A and the Output Voltage vs. time. Select the voltages for the 3900 pF run on the graph.2. Using the Coordinates Tool, measure the time it takes for the voltage to decay to half of its maximum. This time is the half-life. It may be necessary to reduce the snap-to-pixel distance to 1 in the properties of the Coordinates Tool (right click on the tool to access the properties).3. Measure the time it takes for the voltage to decay to one-quarter of its maximum. This is two half-lives. Then divide this time by two to find the half-life.4. Measure the time it takes for the voltage to decay to one-eighth of its maximum. This is three half-lives. Then divide this time by three to find the half-life. Take the average of the three measured values of the half-life. Estimate the precision of the measurement and state it as {half-life ± precision}.5. Calculate the theoretical half-life given by Equation (12) and compare it to the measured value using a percent difference. Conclusions1. Summarize how changing the voltage and capacitance changes the half-life. 2. Include the values found for the half-lives and the % differences. Does the theoretical value lie within the range of precision of your measurements? Explain what causes the differences.3. Did your answers to the Pre-Lab Questions agree with the results?
7 pages
Chemical Kinetics Lab Report
Graphical Determination of the reaction order for Crystal Violet dye The AbsorbanceAbsorbance and time data have been used ...
Chemical Kinetics Lab Report
Graphical Determination of the reaction order for Crystal Violet dye The AbsorbanceAbsorbance and time data have been used to make three graphs for ...
5 pages
Using Nightingale Principles And Observations
Using Nightingale’s principles and observations to develop an emergency plan for Suppose my community is highly suscepti ...
Using Nightingale Principles And Observations
Using Nightingale’s principles and observations to develop an emergency plan for Suppose my community is highly susceptible to flooding, ...
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Most Popular Content
SIMPATH 432 ASEUA Recreation Subsystem Activity
Activity 10
Recreation
A community assessment begins with a basic windshield survey where each community subsystem i ...
SIMPATH 432 ASEUA Recreation Subsystem Activity
Activity 10
Recreation
A community assessment begins with a basic windshield survey where each community subsystem is explored. Explore ways you can use recreation to promote and support health and gain an understanding of how social interaction and recreation influence health.
Click on the Enter Sentinel City® and continue your virtual experience by taking a bus tour of Sentinel City®. Since this is your second tour, feel free to choose any bus speed and/or get off the bus at any time to walk around. As you take the tour, write down your observations, specifically focusing on the subsystem: recreation. Meet with Mayor Hill to discuss the subsystem: recreation. Compile your observations and any demographic information addressing each item listed in the first column of the rubric. We encourage you to add other relevant characteristics you observe that may not be listed in the first column as you complete this activity.
Lifelong Learning Assessment
The need to stay current in industry and engage in professional development has always been important for professionals. A ...
Lifelong Learning Assessment
The need to stay current in industry and engage in professional development has always been important for professionals. As fast-paced technological advances add continued complexity to socio-technical systems, the workplace has transformed to mandate the need for lifelong learning and professional development, especially in safety, health, environmental, and engineering industries. Given this, the Accreditation Board for Engineering and Technology (ABET) has recently placed emphasis on these skills in safety and health education in Criteria for Accrediting Applied Science Programs (PDF) (Links to an external site.). Universities seeking or holding ABET accreditation are required to prepare students for lifelong learning. The challenge becomes how to define lifelong learning engagement and how to differentiate a graduate who is a lifelong learner from one who is not.
A graduate should be able to continue to develop as a learner and scholar in his or her professional and personal life. This assignment is designed to help you think about your long-term professional, scholarly, and personal growth plans, and the concept, application, and engagement of lifelong learning, specifically as it applies to safety, health, environmental, related industries, or personal growth in specified disciplines. In Bloom's Taxonomy of Cognitive Development/GMU (Links to an external site.), he identified six levels within the cognitive domain, from the simple recall or recognition as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Mastery of each level can be demonstrated through certain actions, examples of which are given below and in the link above:
Level 1 - Knowledge: Students recognize or recall information (ex. repeat verbatim definitions or principles).
Level 2 - Comprehension: Students understand the meaning of information, so they can explain it to others (ex. share their own examples of how a principle applies in certain scenarios).
Level 3 - Application: Students use information appropriately to solve well-defined problems.
Level 4 - Analysis: Students deal with ambiguity in new, ill-defined situations by formulating models and seeing relationships.
Level 5 - Synthesis: Students combine elements in novel ways to generate new products or ideas.
Level 6 - Evaluation: Students judge the worth of ideas, theories and opinions, choose among alternatives, and justify their choice based on specific criteria.
Directions
For this assignment, you will respond to the five categories listed below, in an APA formatted paper of approximately 500 - 1000 words (two to four pages of text, double-spaced). Your paper should address the five broad areas described below, but you may add your own ideas as well. In addition to content, your paper will also be assessed on organization, support, style, conventions, and citation/reference of outside sources. The attached rubric will be used to evaluate your paper.
Broad topics to be included in your paper:
Concept of lifelong learning:
Define and discuss the concept of “lifelong learning” and the benefit to self and industry.
Discuss your own philosophy on learning and apply concepts of lifelong learning.
As you progress through your profession or strive to achieve a new profession or personal growth, in what ways do you believe that your learning will continue?
Continuing education and professional development in specified industry or personal growth in discipline, either formal or informal:
Discuss appropriate continuing education and professional development (formal or informal).
Demonstrate a detailed understanding of relevant requirements and the benefit to self and industry. Provide examples of application.
Application of lifelong learning to professional, scholarly, and/or personal growth goals:
Describe realistic professional, scholarly, and/or personal growth goals.
Includes a thorough and thoughtful plan to meet these goals and the role lifelong learning plays in achieving goals.
Self-assess the cognitive domain level achieved in this course or degree program.
Using Bloom’s levels of cognitive domain in Bloom's Taxonomy of Cognitive Development/GMU (above), rate your intellectual activity in this course or in your degree program.
Explain your rationale for this rating.
How can you maintain or achieve a higher level of cognitive domain?
Professional organizations and credentials:
What professional organizations are available in your field or your community?
What are the advantages of joining or disadvantages of not joining these organizations?
How might your involvement beyond basic membership apply to lifelong learning?
Evaluate the different types of credentials (licensure, registration, certification, etc.) or further degrees that are applicable to your profession/discipline and how achievement of credentials support lifelong learning.
SUNY Empire State College Geometric Optics Ray Tracing and image Formation Lab Report
I was wondering if someone would be able to help me with my physics lab. It involves : Geometric Optics, Ray Tracing, and ...
SUNY Empire State College Geometric Optics Ray Tracing and image Formation Lab Report
I was wondering if someone would be able to help me with my physics lab. It involves : Geometric Optics, Ray Tracing, and Image Formation. It requires an abstract (Abstract section should have more summary of results and conclusions), introduction, materials and methods, results/observations, and conclusions (conclusion should have more discussion of specific results and how they validate the theory behind each experiment). Also includes data tables and questions. Attached is the lab template. Thank you!
LAB253 Troy University Resistance and Capacitance in A Circuit Analysis
Please answer all questions in the RC circuit document. include the question in Analysis part.Resistance and capacitance i ...
LAB253 Troy University Resistance and Capacitance in A Circuit Analysis
Please answer all questions in the RC circuit document. include the question in Analysis part.Resistance and capacitance in a circuit When resistance and capacitor are connected in series, capacitor acts as a device for storing charge. The amount of charge stored is directly proportional to voltage applied, Q = CV. When battery in turned on, capacitor starts charging until it reaches to maximum voltage supplied by battery. Since capacitor is storing the charge so amount of current in the circuit keeps decreasing across the resistance. Once the capacitor is fully charged and disconnected from battery, it will discharge through the resistance. When the amount of charge stored in capacitor decreases, the amount of current through the resistance is also decreased. During charging and discharging of the capacitor, the current will decrease exponentially as the function of time. The time in which the current reduced to 1⁄2 of its maximum value is defined as half life. The half life can be calculated using the formula τ1/2 =ln2RC You will measure be two RC decay half-lives. The first will be long enough to measure using a multimeter and a stopwatch.Step 1Set up the circuit below with the power supply off.Step 2Turn on the power supply, adjust it to 2-3 volts and start the stopwatch. Record the time and 5000Ω and 20000μF voltage every 15 seconds for 5 minutes.Step 3Disconnect the wires from the power supply and short them together. Again, record the time and voltage every 15 seconds for 5 minutes.Step 4Plot the data from step 1 and 2 on separate plots. Find an experimental half-life from both plots.Step 5Using that resistance and your measured half-life (from step #4) get an experimental value for capacitance of C which should match with theoretical value given on the capacitor( 0.2 F). Setup1. Construct the circuit shown in Figure 2. The voltage source is Signal Generator #1 on the 850 Universal Interface. C = 3900 pF and R = 47 kΩ.Figure 2. RC Circuit Diagram2. Click on Signal Generator #1 to connect the internal Output Voltage-Current Sensor. Set the signal generator to a 350 Hz square wave with 2 V amplitude and 2 V offset. This will make the square wave all positive with an amplitude of 4 V. Set the signal generator on Auto.3. Plug the Voltage Sensor into Channel A. Connect the Voltage Sensor across the capacitor. Procedure1. Set up an oscilloscope display with the Voltage Ch.A and the Output Voltage on the same axis. Click Monitor and adjust the scale on the oscilloscope so there is a complete cycle, so the capacitor fully charges and discharges.2. Increase the number of points (using the tool on the scope toolbar) to the maximum allowed. Then take a snapshot of both voltages shown. Rename the snapshots "3900pF".Analysis1. Create a graph with Voltage Ch.A and the Output Voltage vs. time. Select the voltages for the 3900 pF run on the graph.2. Using the Coordinates Tool, measure the time it takes for the voltage to decay to half of its maximum. This time is the half-life. It may be necessary to reduce the snap-to-pixel distance to 1 in the properties of the Coordinates Tool (right click on the tool to access the properties).3. Measure the time it takes for the voltage to decay to one-quarter of its maximum. This is two half-lives. Then divide this time by two to find the half-life.4. Measure the time it takes for the voltage to decay to one-eighth of its maximum. This is three half-lives. Then divide this time by three to find the half-life. Take the average of the three measured values of the half-life. Estimate the precision of the measurement and state it as {half-life ± precision}.5. Calculate the theoretical half-life given by Equation (12) and compare it to the measured value using a percent difference. Conclusions1. Summarize how changing the voltage and capacitance changes the half-life. 2. Include the values found for the half-lives and the % differences. Does the theoretical value lie within the range of precision of your measurements? Explain what causes the differences.3. Did your answers to the Pre-Lab Questions agree with the results?
7 pages
Chemical Kinetics Lab Report
Graphical Determination of the reaction order for Crystal Violet dye The AbsorbanceAbsorbance and time data have been used ...
Chemical Kinetics Lab Report
Graphical Determination of the reaction order for Crystal Violet dye The AbsorbanceAbsorbance and time data have been used to make three graphs for ...
5 pages
Using Nightingale Principles And Observations
Using Nightingale’s principles and observations to develop an emergency plan for Suppose my community is highly suscepti ...
Using Nightingale Principles And Observations
Using Nightingale’s principles and observations to develop an emergency plan for Suppose my community is highly susceptible to flooding, ...
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