HU Science Wheel of Wellness Self Assessment Questions

HU Science Wheel of Wellness Self Assessment Questions

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Wheel of Wellness: Self Assessment 5 Life Task Ratings Life Task 1: Spirituality Wellness Rating: 6 Satisfaction with Rating: 3 Description: have been attending my temple for over 8 years and know a lot of people there, but I don’t feel very spiritual. I used to pray a lot and read daily devotions, but lately I do not seem to have time. This is why I rated myself a 6 in wellness. I am not very satisfied with this rating and believe my life would be better if I found a way to connect spiritually in my daily life and with my congregation. (You do not need go into details about what you would do to improve. This will be addressed in the treatment planning phase.) Life Task 2: Self-Direction Wellness Rating: Satisfaction with Rating: Description: Life Task 3: Work and Leisure Wellness Rating: Satisfaction with Rating: Description: Life Task 4: Friendship Wellness Rating: Satisfaction with Rating: Description: Life Task 5: Love Wellness Rating: Satisfaction with Rating: Description: Wheel of Wellness: Self Assessment 12 Self-Direction Subtasks Ratings Subtask 1: Sense of Worth Wellness Rating: Satisfaction with Rating: Description: Subtask 2: Sense of Control Wellness Rating: Satisfaction with Rating: Description: Subtask 3: Realistic Beliefs Wellness Rating: Satisfaction with Rating: Description: Subtask 4: Emotional Awareness and Coping Wellness Rating: Satisfaction with Rating: Description: Subtask 5: Problem Solving and Creativity Wellness Rating: Satisfaction with Rating: Description: Subtask 6: Sense of Humor Wellness Rating: Satisfaction with Rating: Description: Subtask 7: Nutrition Wellness Rating: Satisfaction with Rating: Description: Subtask 8: Exercise Wellness Rating: Satisfaction with Rating: Description: Subtask 9: Self Care Wellness Rating: Satisfaction with Rating: Description: Subtask 10: Stress Management Wellness Rating: Satisfaction with Rating: Description: Subtask 11: Gender Identity Wellness Rating: Satisfaction with Rating: Description: Subtask 12: Cultural Identity Wellness Rating: Satisfaction with Rating: Description: Themes and Patterns- (1 page maximum) One Task or Subtask I would like to strengthen, with explanation (1 page maximum) Wellness Plan- (1 page maximum)
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PHIL 347 CCN Critical Race Theory Argumentative Essay

PHIL 347 CCN Critical Race Theory Argumentative Essay

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I am arguing for critical race theory and teaching it in schools This is an entry level critical thinking course for nursing school

 

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HU Neoliberalism Free Markets and Limited Welfare Essay

HU Neoliberalism Free Markets and Limited Welfare Essay

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I’m working on a science question and need the explanation and answer to help me learn.

 

Describe the main features of Neoliberalism as a political ideology. In answer address the following themes: – core values – perspectives on the welfare state and social policy

 

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GEOG 241 Interpreting Climographs for Weather and Climate Worksheet

GEOG 241 Interpreting Climographs for Weather and Climate Worksheet

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GEOG241 – WEATHER AND CLIMATE Assignment#3 Making and Interpreting Climographs Student Worksheet Deadline: 31-10-2023 – 11:59 pm Name: Key Concepts • Constructing a climograph • Interpreting climographs • Temperature change over time Part 1: Directions: On the blank set of axes provided below, construct a climograph with the data set given. 1. Label the x- axis Jan, Feb, etc. 2. Label the left y-axis “temperature in degrees Celsius”. 3. Label the right y-axis “rainfall in millimetres”. 4. Plot temperature using a line graph. 5. Plot rainfall as a bar graph. Example: 1|Page 1. Using the below table, and the space provided, construct a climate graph for Halifax, Nova Scotia. HALIFAX, NS TEMPERATURE (°C) PRECIPITATION (mm) 0 -5 J F M A M J J A S O N D -3 -4 0 5 10 14 19 19 16 10 5 -1 141 119 113 112 119 94 94 96 117 120 143 126 35 260 30 240 25 220 20 200 15 180 10 160 5 140 0 120 -5 100 -10 80 -15 60 -20 40 -25 20 -30 0 °C J F M A M J J A S O N D 0 mm 2. a) Look at the climate graph you have prepared above. What are the annual maximum and minimum temperatures? In which months do they occur? _____________________________________________________________________ _____________________________________________________________________ b) What is the annual temperature range for Halifax? _______________________ c) For how many months are the temperatures below freezing? _______________ 3. a) What is the total annual precipitation? ________________________________ b) Does the precipitation fall evenly throughout the year or are there seasonal differences? _____________________________________________________________ 4. a) Draw a horizontal line across the graph at approx. 5.6°C. Label this line the “growing season”. At this temperature most common grasses start to grow. 2|Page b) Use a colour or, shade in the area that falls below the temperature line and above the growing season line. c) Based on your graph, how long is the growing season in Halifax? ___________ 5. Using the below table, and the space provided, construct a climate graph for Churchill, Manitoba. CHURCHILL, MB TEMPERATURE (°C) PRECIPITATION (mm) J F M A M J J A S O N D -28 -26 -20 -10 -2 6 12 11 5 -2 -12 -22 15 13 18 23 32 44 46 58 51 40 39 21 35 130 30 120 25 110 20 100 15 90 10 80 5 70 0 60 -5 50 -10 40 -15 30 -20 20 -25 10 -30 0 °C J F M A M J J A S O N D mm 6. a) What differences in temperature and precipitation do you see between Churchill and Halifax? ________________________________________________________________________ ________________________________________________________________________ b) Why do you think these differences occur? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3|Page 7. Using data from Table 1 &2, fill out the table below Halifax Churchill Average Annual Temperature (°C) Annual Temperature Range Total Annual Precipitation (mm) Average Annual Precipitation (mm) Seasonal Distribution of precipitation 8. What is the temperature difference between the hottest and coldest months in Churchill? Part 2: DIRECTIONS: Use the following climographs to answer each of the related questions • Use google map and the listed coordinates to identify each of these cities. • Elev:62 ft, 25.26 °N, 51.47 °E, Annual Climatology (City): ______________________ 4|Page • Elev: 6062 ft Lat: 41°8′ N Long: 104°48′ W, Annual Climatology (City): ____________ Elev: 48 ft Lat: 27°56′ N Long: 82°27′ W, Annual Climatology (City): _____________ , ____ 5|Page Based on above Climographs answer the following questions: 1. Which city has the warmest annual temperature? Why? 2. Which city has the largest total annual precipitation? Why? 3. Which city has the largest annual temperature range? Why? 4. After studying the climates of these three cities – explain which city you would most like to move to and the reasons why? 6|Page
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HIS 201 CU History The American Century Article Questions

HIS 201 CU History The American Century Article Questions

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Questions to answer on Henry Luce’s Article “The American Century” 1. Is Luce a nationalist, patriot, or something else? 2. How does Luce represent a shift in American internationalism vs isolationism? Does it reflect a continuation or deviation from the beginning of the century? 3. How has the US continued this idea from Luce? Do you see us in the 21st century taking on the same mantle or not from the 1940s?      .   The American Century We Americans are unhappy. We are not happy about America. We are not happy about ourselves in relation to America. We are nervous – or gloomy – or apathetic. As we look out at the rest of the world we are confused; we don’t know what to do. “Aid to Britain short of war” is typical of halfway hopes and halfway measures. As we look toward the future – our own future and the future of other nations – we are filled with foreboding. The future doesn’t seem to hold anything for us except conflict, disruption, war. There is a striking contrast between our state of mind and that of the British people. On Sept. , , the first day of the war in England, Winston Churchill had this to say: “Outside the storms of war may blow and the land may be lashed with the fury of its gales, but in our hearts this Sunday morning there is Peace.” Since Mr. Churchill spoke those words the German Luftwaffe has made havoc of British cities, driven the population underground, frightened children from their sleep, and imposed upon everyone a nervous strain as great as any that people have ever endured. Readers of LIFE have seen this havoc unfolded week by week. Yet close observers agree that when Mr. Churchill spoke of peace in the hearts of the British people he was not indulging in idle oratory. The British people are profoundly calm. There seems to be a complete absence of nervousness. It seems as if all the neuroses of modern life had vanished from England. In the beginning the British Government made elaborate preparations for an increase in mental breakdowns. But these have actually declined. There have been fewer than a dozen breakdowns reported in London since the air raids began. The British are calm in their spirit not because they have nothing to worry about but because they are fighting for their lives. They have made that decision. And they have no further choice. All their mistakes of the past  years, all the stupidities and failures that they have shared with the rest of the democratic world, are now of the past. They can forget them because they are faced with a supreme task – defending, yard by yard, their island home. CREDIT: HENRY LUCE, LIFE MAGAZINE. C TIME INC. REPRINTED BY PERMISSION. D H, Vol. , No.  (Spring ). ©  The Society for Historians of American Foreign Relations (SHAFR). Published by Blackwell Publishers,  Main Street, Malden, MA, , USA and  Cowley Road, Oxford, OX JF, UK.   :                  With us it is different. We do not have to face any attack tomorrow or the next day. Yet we are faced with something almost as difficult. We are faced with great decisions. *** We know how lucky we are compared to all the rest of mankind. At least two-thirds of us are just plain rich compared to all the rest of the human family – rich in food, rich in clothes, rich in entertainment and amusement, rich in leisure, rich. And yet we also know that the sickness of the world is also our sickness. We, too, have miserably failed to solve the problems of our epoch. And nowhere in the world have man’s failures been so little excusable as in the United States of America. Nowhere has the contrast been so great between the reasonable hopes of our age and the actual facts of failure and frustration. And so now all our failures and mistakes hover like birds of ill omen over the White House, over the Capitol dome and over this printed page. Naturally, we have no peace. But, even beyond this necessity for living with our own misdeeds, there is another reason why there is no peace in our hearts. It is that we have not been honest with ourselves. In this whole matter of War and Peace especially, we have been at various times and in various ways false to ourselves, false to each other, false to the facts of history and false to the future. In this self-deceit our political leaders of all shades of opinion are deeply implicated. Yet we cannot shove the blame off on them. If our leaders have deceived us it is mainly because we ourselves have insisted on being deceived. Their deceitfulness has resulted from our own moral and intellectual confusion. In this confusion, our educators and churchmen and scientists are deeply implicated. Journalists, too, of course, are implicated. But if Americans are confused it is not for lack of accurate and pertinent information. The American people are by far the best informed people in the history of the world. The trouble is not with the facts. The trouble is that clear and honest inferences have not been drawn from the facts. The day-to-day present is clear. The issues of tomorrow are befogged. There is one fundamental issue which faces America as it faces no other nation. It is an issue peculiar to America and peculiar to America in the th Century – now. It is deeper even than the immediate issue of War. If America meets it correctly, then, despite hosts of dangers and difficulties, we can look forward and move forward to a future worthy of men, with peace in our hearts. If we dodge the issue, we shall flounder for ten or  or  bitter years in a chartless and meaningless series of disasters. The purpose of this article is to state that issue, and its solution, as candidly and as completely as possible. But first of all let us be completely candid about where we are and how we got there. The American Century :       . . . But are we in it? Where are we? We are in the war. All this talk about whether this or that might or might not get us into the war is wasted effort. We are, for a fact, in the war. If there’s one place we Americans did not want to be, it was in the war. We didn’t want much to be in any kind of war but, if there was one kind of war we most of all didn’t want to be in, it was a European war. Yet, we’re in a war, as vicious and bad a war as ever struck this planet, and, along with being worldwide, a European war. Of course, we are not technically at war, we are not painfully at war, and we may never have to experience the full hell that war can be. Nevertheless the simple statement stands: we are in the war. The irony is that Hitler knows it – and most Americans don’t. It may or may not be an advantage to continue diplomatic relations with Germany. But the fact that a German embassy still flourishes in Washington beautifully illustrates the whole mass of deceits and self-deceits in which we have been living. Perhaps the best way to show ourselves that we are in the war is to consider how we can get out of it. Practically, there’s only one way to get out of it and that is by a German victory over England. If England should surrender soon, Germany and America would not start fighting the next day. So we would be out of the war. For a while. Except that Japan might then attack the South Seas and the Philippines. We could abandon the Philippines, abandon Australia and New Zealand, withdraw to Hawaii. And wait. We would be out of the war. We say we don’t want to be in the war. We also say we want England to win. We want Hitler stopped – more than we want to stay out of the war. So, at the moment, we’re in.      . . . But what are we defending? Now that we are in this war, how did we get in? We got in on the basis of defense. Even that very word, defense, has been full of deceit and self-deceit. To the average American the plain meaning of the word defense is defense of the American territory. Is our national policy today limited to the defense of the American homeland by whatever means may seem wise? It is not. We are not in a war to defend American territory. We are in a war to defend and even to promote, encourage and incite so-called democratic principles throughout the world. The average American begins to realize now that that’s the kind of war he’s in. And he’s halfway for it. But he wonders how he ever got there, since a year ago he had not the slightest intention of getting into any such thing. Well, he can see now how he got there. He got there via “defense.” Behind the doubts in the American mind there were and are two different picture-patterns. One of them stressing the appalling consequences of the fall  :                  of England leads us to a war of intervention. As a plain matter of the defense of American territory is that picture necessarily true? It is not necessarily true. For the other picture is roughly this: while it would be much better for us if Hitler were severely checked, nevertheless regardless of what happens in Europe it would be entirely possible for us to organize a defense of the northern part of the Western Hemisphere so that this country could not be successfully attacked. You are familiar with that picture. Is it true or false? No man is qualified to state categorically that it is false. If the entire rest of the world came under the organized domination of evil tyrants, it is quite possible to imagine that this country could make itself such a tough nut to crack that not all the tyrants in the world would care to come against us. And of course there would always be a better than even chance that, like the great Queen Elizabeth, we could play one tyrant off against another. Or, like an infinitely mightier Switzerland, we could live discreetly and dangerously in the midst of enemies. No man can say that that picture of America as an impregnable armed camp is false. No man can honestly say that as a pure matter of defense – defense of our homeland – it is necessary to get into or be in this war. The question before us then is not primarily one of necessity and survival. It is a question of choice and calculation. The true questions are: Do we want to be in this war? Do we prefer to be in it? And, if so, for what?       . . . Our fears have a special cause We are in this war. We can see how we got into it in terms of defense. Now why do we object so strongly to being in it? There are lots of reasons. First, there is the profound and almost universal aversion to all war – to killing and being killed. But the reason which needs closest inspection, since it is one peculiar to this war and never felt about any previous war, is the fear that if we get into this war, it will be the end of our constitutional democracy. We are all acquainted with the fearful forecast – that some form of dictatorship is required to fight a modern war, that we will certainly go bankrupt, that in the process of war and its aftermath our economy will be largely socialized, that the politicians now in office will seize complete power and never yield it up, and that what with the whole trend toward collectivism, we shall end up in such a total national socialism that any faint semblances of our constitutional American democracy will be totally unrecognizable. We start into this war with huge Government debt, a vast bureaucracy and a whole generation of young people trained to look to the Government as the source of all life. The Party in power is the one which for long years has been most sympathetic to all manner of socialist doctrines and collectivist trends. The President of the United States has continually reached for more and more power, and he owes his continuation in office today largely to the coming of the war. Thus, the fear that the United States will be driven to a national socialism, The American Century :  as a result of cataclysmic circumstances and contrary to the free will of the American people, is an entirely justifiable fear.      . . . The big question is how So there’s the mess – to date. Much more could be said in amplification, in qualification, and in argument. But, however elaborately they might be stated, the sum of the facts about our present position brings us to this point – that the paramount question of this immediate moment is not whether we get into war but how do we win it? If we are in a war, then it is no little advantage to be aware of the fact. And once we admit to ourselves we are in a war, there is no shadow of doubt that we Americans will be determined to win it – cost what it may in life or treasure. Whether or not we declare war, whether or not we send expeditionary forces abroad, whether or not we go bankrupt in the process – all these tremendous considerations are matters of strategy and management and are secondary to the overwhelming importance of winning the war.      . . . And why we need to know Having now, with candor, examined our position, it is time to consider, to better purpose than would have been possible before, the larger issue which confronts us. Stated most simply, and in general terms, that issue is: What are we fighting for? Each of us stands ready to give our life, our wealth, and all our hope of personal happiness, to make sure that America shall not lose any war she is engaged in. But we would like to know what war we are trying to win – and what we are supposed to win when we win it. This questioning reflects our truest instincts as Americans. But more than that. Our urgent desire to give this war its proper name has a desperate practical importance. If we know what we are fighting for, then we can drive confidently toward a victorious conclusion and, what’s more, have at least an even chance of establishing a workable Peace. Furthermore – and this is an extraordinary and profoundly historical fact which deserves to be examined in detail – America and only America can effectively state the war aims of this war. Almost every expert will agree that Britain cannot win complete victory – cannot even, in the common saying, “stop Hitler” – without American help. Therefore, even if Britain should from time to time announce war aims, the American people are continually in the position of effectively approving or not approving those aims. On the contrary, if America were to announce war aims, Great Britain would almost certainly accept them. And the entire world including Adolf Hitler would accept them as the gauge of this battle.  :                  Americans have a feeling that in any collaboration with Great Britain we are somehow playing Britain’s game and not our own. Whatever sense there may have been in this notion in the past, today it is an ignorant and foolish conception of the situation. In any sort of partnership with the British Empire, Great Britain is perfectly willing that the United States of America should assume the role of senior partner. This has been true for a long time. Among serious Englishmen, the chief complaint against America (and incidentally their best alibi for themselves) has really amounted to this – that America has refused to rise to the opportunities of leadership in the world. Consider this recent statement of the London Economist : “If any permanent closer association of Britain and the United States is achieved, an island people of less than  millions cannot expect to be the senior partner. . . . The center of gravity and the ultimate decision must increasingly lie in America. We cannot resent this historical development. We may rather feel proud that the cycle of dependence, enmity and independence is coming full circle into a new interdependence.” We Americans no longer have the alibi that we cannot have things the way we want them so far as Great Britain is concerned. With due regard for the varying problems of the members of the British Commonwealth, what we want will be okay with them. This holds true even for that inspiring proposal called Union Now – a proposal, made by an American, that Britain and the United States should create a new and larger federal union of peoples. That may not be the right approach to our problem. But no thoughtful American has done his duty by the United States of America until he has read and pondered Clarence Streit’s book presenting that proposal. The big, important point to be made here is simply that the complete opportunity of leadership is ours. Like most great creative opportunities, it is an opportunity enveloped in stupendous difficulties and dangers. If we don’t want it, if we refuse to take it, the responsibility of refusal is also ours, and ours alone. Admittedly, the future of the world cannot be settled all in one piece. It is stupid to try to blueprint the future as you blueprint an engine or as you draw up a constitution for a sorority. But if our trouble is that we don’t know what we are fighting for, then it’s up to us to figure it out. Don’t expect some other country to tell us. Stop this Nazi propaganda about fighting somebody else’s war. We fight no wars except our wars. “Arsenal of Democracy?” We may prove to be that. But today we must be the arsenal of America and of the friends and allies of America. Friends and allies of America? Who are they, and for what? This is for us to tell them.     . . . But whose Dong Dang, whose Democracy? But how can we tell them? And how can we tell ourselves for what purposes we seek allies and for what purposes we fight? Are we going to fight for dear The American Century :  old Danzig or dear old Dong Dang? Are we going to decide the boundaries of Uritania? Or, if we cannot state war aims in terms of vastly distant geography, shall we use some big words like Democracy and Freedom and Justice? Yes, we can use the big words. The President has already used them. And perhaps we had better get used to using them again. Maybe they do mean something – about the future as well as the past. Some amongst us are likely to be dying for them – on the fields and in the skies of battle. Either that, or the words themselves and what they mean die with us – in our beds. But is there nothing between the absurd sound of distant cities and the brassy trumpeting of majestic words? And if so, whose Dong Dang and whose Democracy? Is there not something a little more practically satisfying that we can get our teeth into? Is there no sort of understandable program? A program which would be clearly good for America, which would make sense for America – and which at the same time might have the blessing of the Goddess of Democracy and even help somehow to fix up this bothersome matter of Dong Dang? Is there none such? There is. And so we now come squarely and closely face to face with the issue which Americans hate most to face. It is that old, old issue with those old, old battered labels –the issue of Isolationism versus Internationalism. We detest both words. We spit them at each other with the fury of hissing geese. We duck and dodge them. Let us face that issue squarely now. If we face it squarely now – and if in facing it we take full and fearless account of the realities of our age – then we shall open the way, not necessarily to peace in our daily lives but to peace in our hearts. Life is made up of joy and sorrow, of satisfactions and difficulties. In this time of trouble, we speak of troubles. There are many troubles. There are troubles in the field of philosophy, in faith and morals. There are troubles of home and family, of personal life. All are interrelated but we speak here especially of the troubles of national policy. In the field of national policy, the fundamental trouble with America has been, and is, that whereas their nation became in the th Century the most powerful and the most vital nation in the world, nevertheless Americans were unable to accommodate themselves spiritually and practically to that fact. Hence they have failed to play their part as a world power – a failure which has had disastrous consequences for themselves and for all mankind. And the cure is this: to accept wholeheartedly our duty and our opportunity as the most powerful and vital nation in the world and in consequence to exert upon the world the full impact of our influence, for such purposes as we see fit and by such means as we see fit. *** “For such purposes as we see fit” leaves entirely open the question of what our purposes may be or how we may appropriately achieve them. Emphatically  :                  our only alternative to isolationism is not to undertake to police the whole world nor to impose democratic institutions on all mankind including the Dalai Lama and the good shepherds of Tibet. America cannot be responsible for the good behavior of the entire world. But America is responsible, to herself as well as to history, for the worldenvironment in which she lives. Nothing can so vitally affect America’s environment as America’s own influence upon it, and therefore if America’s environment is unfavorable to the growth of American life, then America has nobody to blame so deeply as she must blame herself. In its failure to grasp this relationship between America and America’s environment lies the moral and practical bankruptcy of any and all forms of isolationism. It is most unfortunate that this virus of isolationist sterility has so deeply infected an influential section of the Republican Party. For until the Republican Party can develop a vital philosophy and program for America’s initiative and activity as a world power, it will continue to cut itself off from any useful participation in this hour of history. And its participation is deeply needed for the shaping of the future of America and of the world. *** But politically speaking, it is an equally serious fact that for seven years Franklin Roosevelt was, for all practical purposes, a complete isolationist. He was more of an isolationist than Herbert Hoover or Calvin Coolidge. The fact that Franklin Roosevelt has recently emerged as an emergency world leader should not obscure the fact that for seven years his policies ran absolutely counter to any possibility of effective American leadership in international co-operation. There is of course a justification which can be made for the President’s first two terms. It can be said, with reason, that great social reforms were necessary in order to bring democracy up-to-date in the greatest of democracies. But the fact is that Franklin Roosevelt failed to make American democracy work successfully on a narrow, materialistic and nationalistic basis. And under Franklin Roosevelt we ourselves have failed to make democracy work successfully. Our only chance now to make it work is in terms of a vital international economy and in terms of an international moral order. This objective is Franklin Roosevelt’s great opportunity to justify his first two terms and to go down in history as the greatest rather than the last of American Presidents. Our job is to help in every way we can, for our sakes and our children’s sakes, to ensure that Franklin Roosevelt shall be justly hailed as America’s greatest President. Without our help he cannot be our greatest President. With our help he can and will be. Under him and with his leadership we can make isolationism as dead an issue as slavery, and we can make a truly American internationalism something as natural to us in our time as the airplane or the radio. In  we had a golden opportunity, an opportunity unprecedented in all history, to assume the leadership of the world – a golden opportunity handed to us on the proverbial silver platter. We did not understand that opportunity. The American Century :  Wilson mishandled it. We rejected it. The opportunity persisted. We bungled it in the ’s and in the confusions of the ’s we killed it. To lead the world would never have been an easy task. To revive the hope of that lost opportunity makes the task now infinitely harder than it would have been before. Nevertheless, with the help of all of us, Roosevelt must succeed where Wilson failed.        . . . Some facts about our time Consider the th Century. It is not only in the sense that we happen to live in it but ours also because it is America’s first century as a dominant power in the world. So far, this century of ours has been a profound and tragic disappointment. No other century has been so big with promise for human progress and happiness. And in no one century have so many men and women and children suffered such pain and anguish and bitter death. It is a baffling and difficult and paradoxical century. No doubt all centuries were paradoxical to those who had to cope with them. But, like everything else, our paradoxes today are bigger and better than ever. Yes, better as well as bigger – inherently better. We have poverty and starvation – but only in the midst of plenty. We have the biggest wars in the midst of the most widespread, the deepest and the most articulate hatred of war in all history. We have tyrannies and dictatorships – but only when democratic idealism, once regarded as the dubious eccentricity of a colonial nation, is the faith of a huge majority of the people of the world. And ours is also a revolutionary century. The paradoxes make it inevitably revolutionary. Revolutionary, of course, in science and in industry. And also revolutionary, as a corollary in politics and the structure of society. But to say that a revolution is in progress is not to say that the men with either the craziest ideas or the angriest ideas or the most plausible ideas are going to come out on top. The Revolution of  was won and established by men most of whom appear to have been both gentlemen and men of common sense. Clearly a revolutionary epoch signifies great changes, great adjustments. And this is only one reason why it is really so foolish for people to worry about our “constitutional democracy” without worrying or, better, thinking hard about the world revolution. For only as we go out to meet and solve for our time the problems of the world revolution, can we know how to re-establish our constitutional democracy for another  or  years. This th Century is baffling, difficult, paradoxical, revolutionary. But by now, at the cost of much pain and many hopes deferred, we know a good deal about it. And we ought to accommodate our outlook to this knowledge so dearly bought. For example, any true conception of our world of the th Century must surely include a vivid awareness of at least these four propositions. First: our world of ,,, human beings is for the first time in history one world, fundamentally indivisible. Second: modern man hates war and feels  :                  intuitively that, in its present scale and frequency, it may even be fatal to his species. Third: our world, again for the first time in human history, is capable of producing all the material needs of the entire human family. Fourth: the world of the th Century, if it is to come to life in any nobility of health and vigor, must be to a significant degree an American Century. As to the first and second: in postulating the indivisibility of the contemporary world, one does not necessarily imagine that anything like a world state – a parliament of men – must be brought about in this century. Nor need we assume that war can be abolished. All that it is necessary to feel – and to feel deeply – is that terrific forces of magnetic attraction and repulsion will operate as between every large group of human beings on this planet. Large sections of the human family may be effectively organized into opposition to each other. Tyrannies may require a large amount of living space. But Freedom requires and will require far greater living space than Tyranny. Peace cannot endure unless it prevails over a very large part of the world. Justice will come near to losing all meaning in the minds of men unless Justice can have approximately the same fundamental meanings in many lands and among many peoples. As to the third point – the promise of adequate production for all mankind, the “more abundant life” – be it noted that this is characteristically an American promise. It is a promise easily made, here and elsewhere, by demagogues and proponents of all manner of slick schemes and “planned economies.” What we must insist on is that the abundant life is predicated on Freedom – on the Freedom which has created its possibility – on a vision of Freedom under Law. Without Freedom, there will be no abundant life. With Freedom, there can be. And finally there is the belief – shared let us remember by most men living – that the th Century must be to a significant degree an American Century. This knowledge calls us to action now. ’     . . . How it shall be created What can we say and foresee about an American Century? It is meaningless merely to say that we reject isolationism and accept the logic of internationalism. What internationalism? Rome had a great internationalism. So had the Vatican and Genghis Khan and the Ottoman Turks and the Chinese Emperors and th Century England. After the first World War, Lenin had one in mind. Today Hitler seems to have one in mind – one which appeals strongly to some American isolationists whose opinion of Europe is so low that they would gladly hand it over to anyone who would guarantee to destroy it forever. But what internationalism have we Americans to offer? Ours cannot come out of the vision of any one man. It must be the product of the imaginations of many men. It must be a sharing with all peoples of our Bill of Rights, our Declaration of Independence, our Constitution, our magnificent industrial products, our technical skills. It must be an internationalism of the people, by the people and for the people. The American Century :  In general, the issues which the American people champion revolve around their determination to make the society of men safe for the freedom, growth and increasing satisfaction of all individual men. Beside that resolve, the sneers, groans, catcalls, teeth-grinding, hisses and roars of the Nazi Propaganda Ministry are of small moment. Once we cease to distract ourselves with lifeless arguments about isolationism, we shall be amazed to discover that there is already an immense American internationalism. American jazz, Hollywood movies, American slang, American machines and patented products, are in fact the only things that every community in the world, from Zanzibar to Hamburg, recognizes in common. Blindly, unintentionally, accidentally and really in spite of ourselves, we are already a world power in all the trivial ways – in very human ways. But there is a great deal more than that. America is already the intellectual, scientific and artistic capital of the world. Americans –Midwestern Americans – are today the least provincial people in the world. They have traveled the most and they know more about the world than the people of any other country. America’s worldwide experience in commerce is also far greater than most of us realize. Most important of all, we have that indefinable, unmistakable sign of leadership: prestige. And unlike the prestige of Rome or Genghis Khan or th Century England, American prestige throughout the world is faith in the good intentions as well as in the ultimate intelligence and ultimate strength of the whole American people. We have lost some of that prestige in the last few years. But most of it is still there. *** No narrow definition can be given to the American internationalism of the th Century. It will take shape, as all civilizations take shape, by the living of it, by work and effort, by trial and error, by enterprise and adventure and experience. And by imagination! As America enters dynamically upon the world scene, we need most of all to seek and to bring forth a vision of America as a world power which is authentically American and which can inspire us to live and work and fight with vigor and enthusiasm. And as we come now to the great test, it may yet turn out that in all our trials and tribulations of spirit during the first part of this century we as a people have been painfully apprehending the meaning of our time and now in this moment of testing there may come clear at last the vision which will guide us to the authentic creation of the th Century – our Century. *** Consider four areas of life and thought in which we may seek to realize such a vision: First, the economic. It is for America and for America alone to determine whether a system of free economic enterprise – an economic order compatible with freedom and progress – shall or shall not prevail in this century. We know  :                  perfectly well that there is not the slightest chance of anything faintly resembling a free economic system prevailing in this country if it prevails nowhere else. What then does America have to decide? Some few decisions are quite simple. For example: we have to decide whether or not we shall have for ourselves and our friends freedom of the seas – the right to go with our ships and our ocean-going airplanes where we wish, when we wish and as we wish. The vision of America as the principal guarantor of the freedom of the seas, the vision of Americas [sic] as the dynamic leader of world trade, has within it the possibilities of such enormous human progress as to stagger the imagination. Let us not be staggered by it. Let us rise to its tremendous possibilities. Our thinking of world trade today is on ridiculously small terms. For example, we think of Asia as being worth only a few hundred millions a year to us. Actually, in the decades to come Asia will be worth to us exactly zero – or else it will be worth to us four, five, ten billions of dollars a year. And the latter are the terms we must think in, or else confess a pitiful impotence. Closely akin to the purely economic area and yet quite different from it, there is the picture of an America which will send out through the world its technical and artistic skills. Engineers, scientists, doctors, movie men, makers of entertainment, developers of airlines, builders of roads, teachers, educators. Throughout the world, these skills, this training, this leadership is needed and will be eagerly welcomed, if only we have the imagination to see it and the sincerity and good will to create the world of the th Century. But now there is a third thing which our vision must immediately be concerned with. We must undertake now to be the Good Samaritan of the entire world. It is the manifest duty of this country to undertake to feed all the people of the world who as a result of this worldwide collapse of civilization are hungry and destitute – all of them, that is, whom we can from time to time reach consistently with a very tough attitude toward all hostile governments. For every dollar we spend on armaments, we should spend at least a dime in a gigantic effort to feed the world – and all the world should know that we have dedicated ourselves to this task. Every farmer in America should be encouraged to produce all the crops he can, and all that we cannot eat – and perhaps some of us could eat less – should forthwith be dispatched to the four quarters of the globe as a free gift, administered by a humanitarian army of Americans, to every man, woman and child on this earth who is really hungry. *** But all this is not enough. All this will fail and none of it will happen unless our vision of America as a world power includes a passionate devotion to great American ideals. We have some things in this country which are infinitely precious and especially American – a love of freedom, a feeling for the equality of opportunity, a tradition of self-reliance and independence and also of co-operation. In addition to ideals and notions which are especially American, we are the inheritors of all the great principles of Western civilization – above all Justice, the love of Truth, the ideal of Charity. The other day Herbert Hoover The American Century :  said that America was fast becoming the sanctuary of the ideals of civilization. For the moment it may be enough to be the sanctuary of these ideals. But not for long. It now becomes our time to be the powerhouse from which the ideals spread throughout the world and do their mysterious work of lifting the life of mankind from the level of the beasts to what the Psalmist called a little lower than the angels. America as the dynamic center of ever-widening spheres of enterprise, America as the training center of the skillful servants of mankind, America as the Good Samaritan, really believing again that it is more blessed to give than to receive, and America as the powerhouse of the ideals of Freedom and Justice – out of these elements surely can be fashioned a vision of the th Century to which we can and will devote ourselves in joy and gladness and vigor and enthusiasm. Other nations can survive simply because they have endured so long – sometimes with more and sometimes with less significance. But this nation, conceived in adventure and dedicated to the progress of man – this nation cannot truly endure unless there courses strongly through its veins from Maine to California the blood of purposes and enterprise and high resolve. Throughout the th Century and the th Century and the th Century, this continent teemed with manifold projects and magnificent purposes. Above them all and weaving them all together into the most exciting flag of all the world and of all history was the triumphal purpose of freedom. It is in this spirit that all of us are called, each to his own measure of capacity, and each in the widest horizon of his vision, to create the first great American Century.
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KSC Pharmacologic Management of Peptic Ulcer Disease Presentation

KSC Pharmacologic Management of Peptic Ulcer Disease Presentation

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Presentation about the pharmacologic management of peptic ulcer disease
You should review current research on at least five (5) pharmacological management options for the disease, including drugs in clinical trials.

It should include the physiologic rationale for using the drugs in treating your assigned disease.

The mechanisms of action of these drugs

The side effects of these drugs and their contraindications.

The dosages and routes of administration of the drugs

 

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CVHS The Lowest Temperature Ever Recorded on Earth Worksheet

CVHS The Lowest Temperature Ever Recorded on Earth Worksheet

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1 General Science 1B Credit 4 Rev. 5/5/21 NAME:_________________________ CREDIT 4B: HEAT, WORK, AND ENERGY Learning Goal for this Credit Design an investigation or model using appropriate scientific tools, resources and methods. Lesson Title INTRODUCTION 4.1 Heat 4.2 The First Law of Thermodynamics 4.3 The Second Law of Thermodynamics PERFORMANCE TASK QUIZ Assignments   Connect to Prior Knowledge  Exploration Activity  Reading and Questions  Videos (optional)  Heat and Temperature  Review Questions  Connect to Prior Knowledge  Exploration Activity  Reading and Questions  Videos (optional)  Thermodynamics Concept Map  Review Questions  Connect to Prior Knowledge  Exploration Activity  Reading and Questions  Videos (optional)  Energy Education: Heat Engines  Review Questions   Student Support Icons Title Icon Description Review Activity This provides the students with a reminder that they need to answer questions. Technology Guides students through the tasks and assignments that require the use of technology and manipulatives. Reading This icon lets the students know they will be completing a reading activity. Credit Materials    Materials Pen/Pencil HMH Physics Textbook (optional) Packet    Technology Needs Internet Computer HMH Online Resources (optional) 2 General Science 1B Credit 4 NAME:_________________________ CREDIT 4B: INTRODUCTION Read “How Do Hot Air Balloons Fly?” and watch the video “Felix Baumgartner’s Supersonic Freefall from 128k’ – Mission Highlights” below. Then answer the essential question. How Do Hot Air Balloons Fly? What happens to an ice cube when you put it in a glass of room temperature water? As the temperature of the water decreases, the temperature of the ice increases, until both are the same temperature. The energy transferred to equalize the temperature is defined as heat. Even though the water may have cooled, the heat melted the ice cube. This energy transferred as heat can be used to do work. Work is a measure of the energy transfer that occurs when an object is moved over a distance by an external force. For example, look at the picture of a hot air balloon to the right. The balloon is filled with hot air so that the air inside the balloon has a higher temperature than the air outside of the balloon. The difference in temperature causes energy transfers between the gas inside of the balloon and the air outside. This transfer of energy as heat is used to do work by lifting the balloon, causing it to rise into the air! An essential question is something that allows you to explore what the credit is about. Before you answer the question, examine the picture. Watch the video if you feel you need more information. Then, answer the essential question to the best of your ability. You will revisit it at the end of the credit to see if your answer has evolved. Felix Baumgartner’s Supersonic Freefall from 128k’ – Mission Highlights (1:30) https://www.youtube.com/watch?v=FHtvDA0W34I “Felix Baumgartner’s Supersonic Freefall from 128k’ – Mission Highlights.” YouTube. Red Bull, 4 Oct. 2012. Web. 26 Jan. 2016. Essential Question If a balloon uses heat as energy to rise, how do you think it is able to come back down to the ground? Where does the energy go? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 3 General Science 1B Credit 4 LESSON 4.1: HEAT Learning Goal for this Credit Design an investigation or model using appropriate scientific tools, resources and methods. Learning Goals for this Lesson  Relate temperature to the kinetic energy of atoms and molecules.  Describe the changes in the temperatures of two objects reaching thermal equilibrium.  Identify the three temperature scales and convert from one scale to another.  Explain heat as the energy transferred between substances that are at different temperatures. Lesson Assignments  Connect to Prior Knowledge  Exploration Activity  Reading and Questions  Videos (optional)  Animated Physics: Heat  Review Questions Engage Connect to Prior Knowledge What are some ways in which the temperature of a substance can be measured? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 4 General Science 1B Credit 4 Explore Exploration Activity The outdoor temperature range from region to region can vary greatly. In Death Valley, California temperatures can regularly reach 120 degrees Fahrenheit (o F) during the summer. The unit most used in the United States to measure temperature is the Fahrenheit (o F) scale. In other countries the Celsius (o C) scale is used to measure temperature. In Antarctica, over the elevated inland, temperatures can drop below -80 degrees Celsius (o C) during the winter. Even though there are different units used to measure temperature, these units of Fahrenheit and Celsius can be converted to each other using the following equation. 𝟗 𝑻𝑭 = 𝑻𝑪 + 𝟑𝟐. 𝟎 𝟓 TF = Temperature in degrees Fahrenheit TC = Temperature in degrees Celsius Formula for converting F and C In this equation TF represents the temperature in degrees Fahrenheit (o F) and TC represents the temperature in degrees Celsius (o C). The 32.0 represents the difference on each scale where water freezes. On the Celsius scale water freezes at 0.0 degrees and on the Fahrenheit scale water freezes at 32.0 degrees. Example: The average human body temperature is 37oC. What is the equivalent temperature on the Fahrenheit scale? Step 1: Write out the equation where x represents the unknown temperature we are trying to find. In this problem we know the temperature in oC and the unknown is the temperature in oF. 𝟗 𝒙 = ( ) × (𝟑𝟕) + 𝟑𝟐 𝟓 Step 2: Using order of operation, begin solving for x. First divide the fraction in the parenthesis. 𝒙 = (𝟏. 𝟖) × (𝟑𝟕) + 𝟑𝟐 Step 3: Then multiply. 𝒙 = 𝟔𝟔. 𝟔 + 𝟑𝟐 Step 4: Then add. 𝒙 = 𝟗𝟖. 𝟔 The average body temperature in degrees Fahrenheit equals 98.6 oF. 5 General Science 1B Credit 4 Another unit that is used to measure temperature is Kelvin (K). A temperature difference of one degree is the same on the Kelvin and the Celsius scales. The two scales only differ in the choice of the zero point. On the Kelvin scale, absolute zero is 0oKelvin, and is the temperature that is the lowest possible. On the Celsius scale absolute zero is represented by the temperature -273.15oC. The equation below is used to convert between the units Celsius and Kelvin. 𝑻 = 𝑻𝑪 + 𝟐𝟕𝟑. 𝟏𝟓 T = Temperature in degrees Kelvin TC = Temperature in degrees Celsius Formula for converting K and C In this equation T represents temperature in Kelvin and TC represents the temperature in degrees Celsius (oC). The 273.15 represents the difference in the zero point. Example: Water boils at approximately 100oC. What is the boiling point of water on the Kelvin Scale? Step 1: Write out the equation where x represents the unknown temperature we are trying to find. In this problem we know the temperature in oC and the unknown is the temperature in K. 𝒙 = 𝟏𝟎𝟎 + 𝟐𝟕𝟑. 𝟏𝟓 Step 2: Using addition, solve for x. 𝒙 = 𝟑𝟕𝟑. 𝟏𝟓 The boiling point of water on the Kelvin scale is equal to 373.15 K. Using the equations and examples, answer the following questions. Make sure to show your work. 1. On the Fahrenheit scale, water freezes at 32oF. a. What is the equivalent temperature on the Celsius scale? b. Now that you know the temperature equivalent on the Celsius scale, what is the equivalent on the Kelvin scale? 6 General Science 1B Credit 4 2. Dry ice, which is the solid form of carbon dioxide (CO2), has a very low temperature of -78.5oC. a. What is the temperature of dry ice expressed on the Kelvin scale? b. What is the temperature of dry ice expressed on the Fahrenheit scale? 3. The lowest temperature ever recorded on Earth is -128.6oF, recorded in Antarctica in 1983. a. What is this temperature on the Celsius scale? b. Now that you know the temperature on the Celsius scale, what is the equivalent on the Kelvin scale? 7 General Science 1B Credit 4 Explain As you complete the reading, answer the questions in the space provided. Reading What is Heat? Temperature is the quantity that tells us how hot or cold a substance is. Temperature can be measured on a thermometer using either the Fahrenheit, Celsius, or Kelvin scales. Temperature is the measure of the average kinetic energy of the particles in a substance. Recall that kinetic energy is the energy of motion. When a substances temperature rises, the molecules move faster, increasing the substances kinetic energy. When you touch a hot pan on the stove, energy is transferred to your hand from the pan because the pan is hotter than your hand. If you touch a piece of ice, energy will enter the ice from your hand because the ice is colder than your hand. The direction of energy transfer is always from hotter to colder. This energy transfer that takes place because of temperature differences is known as heat. Matter contains energy in various forms, but does not contain heat. Heat is energy moving from a hotter substance to a colder substance. Once heat is transferred, and the substances in contact with each other reach the same temperature, we say the objects are in thermal equilibrium. At this point the energy ceases to be heat. For example, when ice is added to a hot cup of water, energy in the form of heat transfers from hot water to the ice. The water decreases in temperature as it loses energy, and the ice increases in temperature as it gains energy. Once the ice is melted and the ice/water mixture has a stable temperature, it has reached thermal equilibrium. 1. Why is it incorrect to say matter contains heat? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. What is thermal equilibrium? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ How is Heat Transferred? Heat can be transferred by conduction, convection, and radiation. If you walk on a cold tile floor barefoot you will feel the cold on your warm feet. Heat is transferring through your feet to the tile floor by conduction. Conduction of heat takes place when energy is transferred from one substance to another when the substances are in direct contact. In electricity, the flow of a charge through a wire is also an example of conduction. On a cold day, a fireplace may be used to warm the air in our homes. This warm air travels upward to displace the cooler air in the room. This movement of heat through the air is known as convection. Convection can take place in a gas or a liquid. Whether we heat water in a pot or heat the air in a room, the process is the same. 8 General Science 1B Credit 4 Recall that convection currents take place within Earth’s interior causing the movement of Earth’s tectonic plates. Heat from the sun warms Earth’s surface. It passes through space and Earth’s atmosphere in the form of radiant energy. This is an example of radiation. Radiation is the transfer of energy by electromagnetic waves. Electromagnetic waves include radio waves, microwaves, infrared, visible light, ultraviolet light, x-rays, and gamma rays. When a fireplace is heating a room, the majority of the heat goes up the chimney by convection, but that heat that warms a person sitting near the fire comes to them by radiation, mainly from infrared waves. Conduction Convection Radiation 3. How does conduction occur? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 4. How is a fireplace an example of both convection and radiation? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 5. Give one example for each form of heat transfer (conduction, convection, radiation). _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Adapted from Hewitt, Paul G. “Chapter 21: Temperature, Heat, and Expansion/Chapter 22: Heat Transfer.” Conceptual Physics: the High School Physics Program, Pearson/Prentice Hall, 2006, pp. 307–336. 9 General Science 1B Credit 4 Videos If you would like to learn more about this topic, watch the videos below for more information. (Optional) Thermal Equilibrium (3:47) https://www.youtube.com/watch?v=gzy4YFuKg9A “Thermal Equlibrium” YouTube. Bozeman Science, 26 Jul. 2015. Web. 29 Apr. 2021. How does heat move between two objects of different temperatures? This video will explain how thermal equilibrium is obtained within a system. Converting Between Temperature Scales (6:17) https://www.youtube.com/watch?v=4cM0ollAhKM “Converting Between Temperature Scales (Celsius, Fahrenheit, and Kelvin)” YouTube. Professor Dave Explains, 3 Jul. 2017. Web. 29 Apr. 2021. How is temperature converted between the different units of Celsius, Fahrenheit, and Kelvin? This video will explain the temperature conversion process. Misconceptions About Temperature (3:59) https://www.youtube.com/watch?v=vqDbMEdLiCs&t=20s “Misconceptions About Temperature.” YouTube. Veritasium, 24 Aug. 2012. Web. 15 Feb. 2016. When you touch something do you feel its temperature? This video will explain how heat transfer and conductivity are related to perceived temperature. 10 General Science 1B Credit 4 Elaborate Heat and Temperature The following video examines what heat is at a molecular level. Follow the link below to watch it, then answer the questions. Heat and Temperature https://www.youtube.com/watch?v=LL54E5CzQ-A “Heat and Temperature.” YouTube, Professor Dave Explains, 23 Mar. 2017. 1. What is heat? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. How is the mass and speed of a particle related to its kinetic energy? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. How is kinetic energy related to temperature? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 4. How are temperature and heat related? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 11 General Science 1B Credit 4 Evaluate Review Questions Answer the following questions. 1. In what direction does heat flow between two objects of different temperatures? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. If you leave a cup of hot chocolate sitting on a table what eventually happens to the temperature? Does the temperature ever reach a thermal equilibrium? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. In what three ways can energy be transferred as heat? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 4. Ultraviolet light is the cause of sunburns. What type of heat transfer has occurred when a person gets a sunburn from ultraviolet light? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 12 General Science 1B Credit 4 LESSON 4.2: THE FIRST LAW OF THERMODYNAMICS Learning Goal for this Credit Design an investigation or model using appropriate scientific tools, resources and methods. Learning Goals for this Lesson  Illustrate how the first law of thermodynamics is a statement of energy conservation.  Describe absolute zero and how it relates to the internal energy of a system.  Explain changes in heat, work, and internal energy by applying the first law of thermodynamics. Lesson Assignments  Connect to Prior Knowledge  Exploration Activity  Reading and Questions  Videos (optional)  Thermodynamics Concept Map  Review Questions Engage Connect to Prior Knowledge Give an example in which energy as heat is used to perform a task. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 13 General Science 1B Credit 4 Explore Exploration Activity Thermodynamics is the study of heat and its transformation to energy. Recall that heat is a form of energy transfer between substances of different temperatures, and energy is a property of an object or system that enables it to do work. When heat is added to a system, it transforms to an equal amount of some other form of energy. A system is a portion of the physical universe chosen for analysis. Everything outside of the system is known as the environment. The first law of thermodynamics states that energy can neither be created nor destroyed. It can only change forms. In any process, total energy remains the same. For thermodynamic systems, the heat supplied to the system can be used to do work. The internal energy of a system can be changed by transferring energy from the environment into or out of the system as work, heat, or both. 1. Rub your hands together as quickly as you can. What did you observe? _______________________________________________________________________________________ _______________________________________________________________________________________ 2. The work you did on your skin is converted to thermal energy. Rub your hands together again. Now place them on your face. What do you feel on your face? _______________________________________________________________________________________ _______________________________________________________________________________________ 3. The thermal energy is transferred from your hands to your face in the form of heat. Work and heat are interchangeable. What might be an example where you add heat to something to do work? (Hint: reread the Introduction on page 3 of this credit) _______________________________________________________________________________________ _______________________________________________________________________________________ 14 General Science 1B Credit 4 Explain As you complete the reading, answer the questions in the space provided. Reading What is Absolute Zero? As the motion of atoms in a substance increases, temperature also increases. In contrast, as motion of atoms in a substance decreases, temperature will decrease. As the motion of these atoms approaches zero, the temperature of the substance approaches its lower limit. The lower limit of temperature is known as absolute zero. At absolute zero, no further lowering of a substances temperature can occur, and no more energy can be extracted from the substance. Absolute zero corresponds to zero degrees on the Kelvin scale or -273 degrees on the Celsius scale. 1. Can the temperature of a substance go below absolute zero? Explain your answer. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ What is the First Law of Thermodynamics? The first law of thermodynamics states that energy can neither be created nor destroyed. It can only change forms. When this is applied to thermodynamic systems, it means that whenever heat is added to a system it transforms to an equal amount of another form of energy. A system can be as small as a group of atoms, or as large as the universe. A car engine, planet Earth, or even your body can be considered a system. If we add energy to a system in the form of heat it can do one or both of two things:   Increase the internal energy of the system if it remains in the system. Do work on the environment if it leaves the system. So, the first law of thermodynamics can be summed up as: Heat added = Increase in internal energy + External work done by the system For example, as heat is added to a hot air balloon, it does work causing the balloon to rise into the air. The balloon is a thermodynamic system. The added heat increases the internal energy, causing the air inside the system to be hotter than the air of the surrounding environment. Work is done as the balloon rises. If the heat is no longer added to the balloon, eventually the air temperature inside of the balloon with lower back down to the temperature of the air in the surrounding environment to achieve thermal equilibrium. Work will no longer be done, and the balloon will descend to the ground. 15 General Science 1B Credit 4 2. Explain the first law of thermodynamics. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. If energy is added to a system in the form of heat, what two things can occur? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 4. What is an example of a system? What would be the external environment for this system? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Adapted from Hewitt, Paul G. Conceptual Physics. Upper Saddle River, NJ: Prentice Hall, 2006. Print. Videos If you would like to learn more about this topic, watch the videos below for more information. (Optional) What is Absolute Zero Temperature? (2:27) https://www.youtube.com/watch?v=QTYlC70VV_I “What Is Absolute Zero Temperature.” YouTube, Pocket Science, 7 Nov. 2014. What is absolute zero? This video explains how cold absolute zero actually is and the temperature readings of absolute zero on the Kelvin and Celsius scales. What is the First Law of Thermodynamics? (4:08) https://www.youtube.com/watch?v=1OFlW8OXN64 TheRoyalInstitution. “What Is the First Law of Thermodynamics?” YouTube, YouTube, 5 Dec. 2016. What is the first law of thermodynamics? This video will explain the first law of thermodynamics as well as how heat can be used to do work. 16 General Science 1B Credit 4 Elaborate Thermodynamics Concept Map Complete the concept map below to explain the first law of thermodynamics. Each term can be found in the reading section from this lesson. Work System Energy Heat Environment Thermodynamics Internal Energy Serway, Raymond A., and Jerry S. Faughn. “Chapter 10: Thermodynamics/Concept Map: Thermodynamics.” Holt McDougal Physics, Holt McDougal, a Division of Houghton Mifflin Harcourt Publishing Co., 2012. Evaluate Review Questions Answer the following questions. 1. What is the lowest possible temperature on the Celsius scale? On the Kelvin scale? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. If heat is added to a system, what happens to the internal energy? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. If external work is done on the environment by a system, what happens to the internal energy? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 17 General Science 1B Credit 4 LESSON 4.3: THE SECOND LAW OF THERMODYNAMICS Learning Goal for this Credit Design an investigation or model using appropriate scientific tools, resources and methods. Learning Goals for this Lesson  Recognize why the second law of thermodynamics requires two bodies at different temperatures for work to be done.  Relate the disorder of a system to its ability to do work or transfer energy as heat. Lesson Assignments  Connect to Prior Knowledge  Exploration Activity  Reading and Questions  Videos (optional)  Energy Education: Heat Engines  Review Questions Engage Connect to Prior Knowledge Give an example of a process where heat flows from a warmer object to a colder object. _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 18 General Science 1B Credit 4 Explore Exploration Activity It is easy to change work completely into heat. You did this in the last lesson by rubbing your hands together. The reverse process of changing heat completely into work is something that cannot be done. Some heat can be converted to work, but the rest is always lost. A heat engine is a device that converts internal energy into work. Internal energy is increased by the addition of heat. The first heat engine, the steam engine, was invented in the 1700s. Today, a type of steam engine called a steam turbine is used to produce most of the electricity for the United States. In the example to the right, water is heated in a high-pressure boiler. The water evaporates and becomes steam. The steam travels through a chamber to a turbine. The turbine spins when the highly pressurized steam pushes the blades. The turbine is connected to an external generator that collects mechanical energy as electricity. The steam is cooled once it passes through the turbine and becomes water again. A pump takes the water back up to the boiler to start the process over. In this steam turbine heat is used to do mechanical work, but not all of the heat gets converted to work. Some is lost to friction and the outside environment. Recall that friction is a force that resists motion of objects that are in contact with each other. 1. What is a heat engine? _______________________________________________________________________________________ _______________________________________________________________________________________ 2. What are steam turbines used to produce? _______________________________________________________________________________________ _______________________________________________________________________________________ 3. Some of the heat of the steam turbine is converted into mechanical work. What happens to the rest of the heat that is not converted to work? _______________________________________________________________________________________ _______________________________________________________________________________________ Adapted from Hewitt, Paul G. “Chapter 24: Thermodynamics/Section 24.5: Heat Engines and the Second Law”. Conceptual Physics: the High School Physics Program, Pearson/Prentice Hall, 2006, pp. 361-362. 19 General Science 1B Credit 4 Explain As you complete the reading, answer the questions in the space provided. Reading What is the Second Law of Thermodynamics? The second law of thermodynamics states that heat will never of itself flow from a colder object to a hotter object. This means that the direction of heat flow is from hot to cold unless work is added to the system. Heat can be made to flow the other way, but only by adding work from an external source. For example, a refrigerator’s electric motor acts as an external source to reverse heat flow and keep your food cold. It is easy to change work completely into heat; simply rub your hands together or push a crate at constant speed across a floor. The work you do in overcoming friction is completely converted to heat, but the reverse process of changing heat entirely to work cannot occur. The second law of thermodynamics also explains that no cyclic process that converts heat entirely to work is possible. The best than can be done is the conversion of some heat to mechanical work. This process is what powers gasoline driven automobiles. A heat engine is a device that changes internal energy into mechanical work. The basic idea behind a heat engine is that mechanical work can be obtained only when heat flows from a high temperature to a low temperature. In every heat engine only some of the heat can be transformed into work. No heat engine can transfer all its absorbed energy to work. The measure of how well a heat engine operates is called the engine’s efficiency. Efficiency measures the useful energy taken out of a process relative to the total energy put into a process. The higher the percentage, the more efficient the heat engine. 1. Explain the second law of thermodynamics. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. What is a heat engine? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 20 General Science 1B Credit 4 3. What is efficiency a measure of for a heat engine? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ What is Entropy? Recall that the first law of thermodynamics states that energy can be neither created nor destroyed, it can only change forms. The second law of thermodynamics adds that heat transfers from hot to cold substances. Work can be done by this heat flow which causes an increase of internal energy, but not all the heat can be converted to work. The wasted heat is unavailable or lost. Another way to say this is that some of the available (ordered energy) becomes unavailable (disordered energy). The idea of ordered energy tending to disordered energy is the concept of entropy. Entropy is a measure of disorder within a system. In natural systems, over time, entropy always increases and the available energy of the system for doing work decreases. However, if work is added to the system, it can decrease the entropy. For example, all living organisms input work to decrease entropy. They take in energy from the surrounding environment and use it to do work inside their bodies to decrease disorder. This energy transformation is what supports life. But as with all living organisms, eventually this energy intake and transformation slows, and then stops. The organism soon dies and tends to disorder as it decomposes. 4. What is entropy a measure of? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 5. How would entropy relate to the efficiency of a heat engine? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Adapted from Hewitt, Paul G. Conceptual Physics. Upper Saddle River, NJ: Prentice Hall, 2006. Print. 21 General Science 1B Credit 4 Videos If you would like to learn more about this topic, watch the videos below for more information. (Optional) What is Entropy (5:19) https://www.youtube.com/watch?v=YM-uykVfq_E “What is entropy?.” YouTube. TED-Ed, 9 May. 2017. Web. 29 Apr 2021. What is entropy? This video will explain entropy and give examples of entropy found in everyday objects. The Rubber Band Heat Engine (5:46) http://www.youtube.com/watch?v=dBXL93984cQ “The Rubber Band Heat Engine.” YouTube. Adam Micolich, 5 Sept. 2008. Web. 04 June 2014. How can a rubber band be used to create a heat engine? This video will show you how even a simple heat engine can be used to do work. 22 General Science 1B Credit 4 Elaborate Energy Education: Heat Engines Read the following information on heat engines and then answer the questions. Heat Engine A heat engine is a device (like the motor in a car) that produces motion from heat. When people rub their hands together friction turns mechanical energy (the motion of our hands) into thermal energy (the hands get warmer). Heat engines do just the opposite; they take the energy from being warm (compared to the surroundings) and turn that into motion. Often this motion is turned into electricity with a generator. Almost all of the energy that is harnessed for transportation and electricity comes from heat engines. Hot objects, even gases, have thermal energy that can be turned into something useful. Heat engines move energy from a hot place to a cold place and divert some of that energy into mechanical energy. Heat engines require a difference in temperature to function. The study of thermodynamics was initially inspired by trying to get as much energy out of heat engines as possible. To this day, various fuels are used, like gasoline, coal, and uranium. All of these heat engines still operate under the limits imposed by the second law of thermodynamics. This means that various fuels are used to heat a gas and a large cold reservoir is needed in order to get rid of waste heat. Often, the waste heat goes into the atmosphere or a large body of water (the ocean, a lake, or a river). Depending on the type of engine, different processes are employed, like igniting fuel through combustion (gasoline and coal), or using energy from nuclear processes to produce heat (uranium), but the end goal is the same: to turn the heat into work. The most familiar example of a heat engine is the engine of a car, but most power plants, like coal, natural gas, and nuclear, are also heat engines. Internal Combustion Engine Internal combustion engines are the most common form of heat engines, as they are used in vehicles, boats, ships, airplanes, and trains. They are named as such because the fuel is ignited in order to do work inside the engine. The same fuel and air mixture is then emitted as exhaust. While this is most commonly done using a piston, it can also be done with a turbine. The picture below is an example of an internal combustion engine. This particular type is called a four stroke engine, which is quite common in cars. External Heat Engine External heat engines are generally steam engines, and they differ from internal ones in that the heat source is separate 23 General Science 1B Credit 4 from the gas that does work. These heat engines are usually called external combustion engines because combustion is occurring outside of the engine. For example, external combustion would be using a flame to heat water into steam, then using the steam to turn a turbine. This is different from internal combustion, like in a car engine, where the gasoline ignites inside a piston, does work, and then is expelled. Nuclear reactors don’t have combustion, so the broader term external heat engine is used. The boiling water reactor is an external heat engine, as are other nuclear power plants. Cogeneration A heat engine has two byproducts: work and heat. The purpose of most engines is to produce work, and the heat is treated simply as waste. Cogeneration is using the waste heat for useful things. The heater in a car works using cogeneration – taking waste heat from the engine to heat air which warms up the cabin. This is why running a car’s heater in winter has little effect on gas mileage, but running air conditioning in the summertime can cost an estimated 10-20% of a car’s gas mileage. 1. What are some of the types of fuels that are used in heat engines? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. Where is the “waste heat” generally disposed of from a heat engine? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 24 General Science 1B Credit 4 3. What type of things are internal combustion heat engines used in? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 4. How does an external heat engine differ from an internal heat engine? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 5. Nuclear reactors do not have combustion, so how is heat supplied to do work? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 6. Explain cogeneration. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Campbell, Allison, Fatima Garcia, Jordan Hanania, James Jenden, and Jason Donev. “Heat Engine.” – Energy Education. University of Calgary, n.d. Web. 18 Feb. 2016. 25 General Science 1B Credit 4 Evaluate Review Questions Answer the following questions. 1. How does the second law of thermodynamics relate to the direction of heat flow? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. Would a heat engine be more efficient in an environment that generally has warm or cold temperatures? Explain your answer. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. What must be added to a system to decrease entropy? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Revisit the essential question. Did your answer change? Why or why not? Essential Question If a balloon uses heat as energy to rise, how do you think it is able to come back down to the ground? Where does the energy go? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 26 General Science 1B Credit 4
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MDC Social Support For Parents Of Children With Chronic Mental Illness Essay

MDC Social Support For Parents Of Children With Chronic Mental Illness Essay

Question Description

I’m working on a science discussion question and need the explanation and answer to help me learn.

 

Analyze the potential effectiveness resulting from professional or nurse-provided social support versus enhancement of social support provided by personal relationship and social networks for parents of children with chronic mental illness.

 

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450 Words

UJ Science The Unending Debate About Legalization of Marijuana Essay

UJ Science The Unending Debate About Legalization of Marijuana Essay

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Write a problem statement and perform a literature review in preparation for supporting legalizing Medical Marijuana.

• Writing a Problem Statement

• What is a Literature Review

• Conducting a Literature Review

 

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1 Essay

UJ Identifying Risks & Consequences of Video Game Addiction Questions

UJ Identifying Risks & Consequences of Video Game Addiction Questions

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To truly get a gauge of your understanding of research methods, please read the following three articles below. For EACH article:

1. Clearly identify the hypothesis(es) and the type(s) of research discussed (by the way, it?s not necessary that the author actually conducts a study since he/she could discuss other work so it is possible that there are different types of hypotheses and different methods).

2. When a correlation (most often, there could be more than one) is presented, discuss this in depth. Some things to consider: is it a positive or negative correlation and how you determined that? In other words, what does it mean to have a ?positive? or ?negative? correlation? What are the variables involved? Advantages and limits of correlations? Discuss both concepts and how they are applied to the study(s) discussed in the article?

3. When an experiment is involved, discuss this in depth. Some things to consider: what qualities are needed to make it an experiment? What are the independent and dependent variables involved? Advantages and limits of experiments? Discuss both concepts and how they are applied to the study(s)?

1. Are Positive Emotions Good For Your Health In Old Age? http://www.medicalnewstoday.com/articles/214442.php

2. Study Identifying Risks, Consequences Of Video Game Addiction http://www.medicalnewstoday.com/articles/214280.php

3. Mindfulness Meditation Training Changes Brain Structure in Eight Weeks http://www.sciencedaily.com/releases/2011/01/110121144007.htm?utm_source?feedburner&utm_medium?feed&utm_campaign?Feed%3A+sciencedaily+%28ScienceDaily%3A+Latest+Science+News%29

 

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