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PART 1——
Maintaining physical fitness depends on eating healthy and incorporating exercise into our lives. Your assessment this week was on healthy eating. This TedTalk discusses why some people find it harder to exercise.
Watch the following video, then:
1. Answer the following two question is a Discussion Post. (5 points)
How much does your mental outlook regarding exercise affect your ability to exercise? Describe the “Keep you eye on the prize” philosophy that Emily Balcetis discusses?

PART 2——-
Watch this TedTalk about “Why dieting doesn’t work”.
1. Post your thoughts on the following questions related to the video (5 points):
Why do diets typically not work?
What does Sandra Aamodt suggest we can do to live a less diet-obsessed life? Do you think about the food you put in your body?

PART 3——-
Read the two articles below by clicking on the links.
How to Understand and Use the Nutrition Facts Label
Understanding Ingredients on Food Labels
Then, complete the attached assignment.
Food Label Assignment
PART 4——-
Part of the requirements of this class is exercise. As the Catalog Description states, “A combination of physical activity and lecture providing regular exercise to develop physical fitness.” You are required to exercise 3 times per week.
Each week I will provide 3 recorded yoga classes so you can exercise at home at your convenience. Each class is approximately 35-50 minutes long. When you have completed all three classes you will submit your answers to the following questions.
What did you enjoy about each of the three classes? Please designate each class. For example, in Class #1: I enjoyed the feeling of relaxation after I was done taking the class. I enjoyed the shoulder stretches because I have limited movement in my shoulders. I had a difficult time with the one-legged balance. You may discuss specific poses and exercises that you experienced in each of the videos. You will say something about each class. Please talk specifically about the classes so I know you are practicing along with each video.
What was difficult about the class, or did anything hurt? Be specific. For example, in Class #1: I can’t sit cross-legged on the floor. Is there another way I can complete the exercise without my legs hurting? That way I can help. You may also ask a question and I will answer your question in the comments area when I grade your weekly exercise assignment. Submit your assignment at the end of each module/week.
You may type your answers into the text box, or attach them in doc, docx, or pdf. Module 6 Recorded Yoga Classes. Click on the links below to see and exercise with the videos.
Class 16
Class 17
Class 18

learned about the importance of social media as a companion to PR and reaching important publics. As social media is constantly evolving, it is important to stay current on trends and technology. In this discussion you will research and review a PR, marketing or social media podcast and share insights from three episodes.
Discussion Prompt:
Review and summarize the podcast. Be sure to include:
An overview of the podcast and the credentials of the hosts
A summary that includes information from at least three episodes
Specific learnings or insights on social media from the podcast
Why you do (or don’t) recommend the podcast to others in the course
Directions:
The initial post should be a substantive and scholarly post between 400 to 600 words

Assessment Criteria

This assignment relates to the development of a design solution.

The assignment forms Element 1 of the module’s assessment criteria that covers Learning Outcomes 2 and 3 as indicated below.

MODULE LEARNING OUTCOMES

Personal & Transferable Skills

On successful completion of this module the student will be able to:

1 Present a design solution through a range of communication techniques
appropriate to the target audience.

Research, Knowledge & Cognitive Skills

2 Prepare design specifications and solutions to meet a stakeholder’s design brief and requirements.

3 Select, apply and justify appropriate approaches, methods and tools to a variety of engineering design problems.

Professional Skills

4 Produce an industry-standard engineering technical design report.

5 Select and use computer-based technology in the design process.

This TMA will form the basis of a design project which will be completed in TMA 2. You should therefore think carefully about which of the following Case Studies you choose, based on your knowledge of the theory and practice of the product chosen.

For ONE of the case studies given on the next page, complete the following:

1 Derive at least four concept designs to satisfy the given specification. Use short written descriptions and simple sketches to illustrate your ideas. Show evidence of the use of the following techniques when creating your designs:

•  Brainstorming
• Synectics
• Morphological Chart

2 Use the weighted objective method to select your best solution from these concept designs.

3 What other information would be required to be able to write a more complete Product Design Specification? (Use an objective tree to clarify and expand upon the vague brief given.)

Case Studies

Choose ONE of the following.

(a) As a keen, but economically challenged, cyclist you need a means of carrying two bicycles whilst travelling between destinations on a touring holiday in your small car which has a tow bar fitted.

OR

(b) An analogue/digital circuit trainer is required for students to construct circuits.

The design requires:

• the ability to build circuits
• associated power supply
• a suitable waveform generator
• a means of measuring current, voltage and resistance

The post Engineering Design (EDE), Tutor Marked Assignment 1, TU, UK appeared first on Students Assignment Help UK.

Learning outcomes

TMA 01 will assess you on the following learning outcomes: Knowledge and understanding

KU1. A range of systems theories, tools and methods.

Cognitive skills

C1. Use systemic theories and methods to review and investigate complex situations.

C2. Explain when and how to use systemic representations and where iteration is needed.

Key skills

K1. Learn and communicate effectively about complex situations.

K2. Use information and communication tools to gather, analyse and synthesise a variety of data and information.

Practical or professional skills

P1. Design a systemic enquiry.

P4. Use systemic theories and ideas to suggest ways in which issues, opportunities and problems might be acted on.

P5. Report on a situation, providing interpretations and recommendations emphasising the uses made of systems theories, ideas, tools and methods.

Question 1: Reflecting

(You are advised to use 800 words to answer

Question 1) In Activity 1.9, you drew a rich picture to summarise your reflections on systemic and systematic environmental management.

For Question 1, you need to provide your original rich picture from Activity 1.9 and a reworked version, drawing on insights gained through sharing your initial rich picture and engaging with other students’ rich pictures. With specific reference to your reworked rich picture, describe:

• your understanding of the role of environmental managers the values, skills and knowledge you had before engaging with Block 1, and
• the values, skills and knowledge you think you will need in order to progress as an environmental manager.
• the synergies and/or conflicts between your lifestyle and your aspirations as the environmental manager you would like to be.

Question 2: Connecting

(You are advised to use 800 words to answer Question 2)

A key aspect of a systemic approach to environmental management is an understanding that we draw ‘boundaries’ around what we include and exclude within our decision making. The values and experiences that you have reflected upon in Question 1 provide the foundations for how these boundaries are drawn. However, these boundaries come to the surface when you select and apply practical environmental auditing techniques for identifying a range of connections with a range of environmental issues.

For Question 2, you need to select one environmental auditing technique that you engaged with in Activity 2.5. You can select one of the techniques explicitly covered in the teaching material leading into Activity 2.5, or a different technique that you chose to include in your analysis.

Provide your original spray diagram, exploring the advantages and disadvantages of your chosen environmental auditing technique, as well as a reworked version (drawing on insights gained through sharing your diagram and engaging with other students’ diagrams).

With specific reference to your reworked spray diagram, discuss the advantages and disadvantages of your chosen environmental auditing technique. Briefly describe the values, knowledge and experiences that underpinned your choice.

Question 3: Modelling

(You are advised to use 800 words to answer Question 3)

In your answer to Question 1, you reflected on your values and experiences, while in your answer to Question 2 you evaluated how a range of environmental auditing techniques connect you to different aspects of the environment. Having explored your personal position and different ways of assessing a household’s environmental impact, you will now demonstrate how you have used modelling techniques for identifying a practical intervention.

For Question 3, you need to provide your original causal loop diagram from Activity 3.6, exploring the dynamic interrelationship amongst the components affecting your chosen household’s environmental impacts, as well as a reworked version (drawing on insights gained through sharing your diagram and engaging with other students’ diagrams).

Discuss the insights you have gained from your reworked causal loop diagram, with regards to identifying a practical intervention for improving your household’s environmental impact. Briefly describe the values and experiences that you believe underpinned your visual modelling.

Question 4: Doing and Reflecting

(You are advised to use 800 words to answer Question 4)

Having worked through the four phases of the action learning cycle in Block 1, Question 4 is your opportunity to briefly describe doing your proposed intervention, and to discuss the impact of this intervention within the context of how your values, skills, knowledge and experiences have evolved during your studies of Block 1.

Evaluate, using at least one diagramming technique, how the values, skills and concepts that you have engaged with in Block 1 may have affected the outcome of your household intervention.

Discuss whether these values, skills and concepts are central or peripheral to the work of a professional environmental manager. Justify your perspective with reference to particular values, skills, knowledge and experiences.

The post T319 Environmental Management, Tutor-marked assignment 01, OU, UK appeared first on Students Assignment Help UK.

Learning Outcomes and Assessment Criteria:

LO1 Apply an understanding of fundamental electrical quantities to analyse circuits with constant voltages and currents

P1 Apply the principles of circuit theory to simple circuits with constant sources, to explain the operation of that circuit.

M1 Apply the principles of circuit theory to a range of circuits with constant sources, to explain the operation of that circuit.

D1 Examine the operation of a range of circuits with constant sources, including power analysis, using relevant circuit theories.

Unit Learning Outcomes:

Apply an understanding of fundamental electrical quantities to analyse circuits with constant voltages and currents

Assignment Brief and Guidance:

Scenario

You have completed your engineering apprenticeship and have a position in the design department of a electronics consultancy company that offers a range of services. You have been asked by your line manager to reduce the layout of various circuits so that they fit to size of the PCB as specified by the customer. The customer has also asked if current and power can be calculated so they can specify the values in the product technical documents.

Apply the principles of circuit theory for the circuit shown and determine:

(i) the total resistance (RT).

(ii) the total current (IT) supplied by the battery.

(iii) the current flowing through each resistor.

(iv) the total power consumed by the circuit.

(v) Explain and examine the operation of the circuit.

Apply the principles of circuit theory for the circuit shown and determine:

(i) the total resistance (RT).

(ii) the total current (IT) supplied by the battery.

(iii) the current flowing through each resistor.

(iv) the total power consumed by the circuit.

(v) Explain and examine the operation of the circuit.

Two batteries A and B are connected in parallel, and a 1.5Ω resistor is connected across the battery terminals. The e.m.f. of and internal resistance of battery A are 12V and 2Ω respectively, and the corresponding values for battery B are 8V and 6Ω respectively. Apply Kirchhoff’s Laws to determine:

(i) the value and direction of the current in each battery.

(ii) the current flowing in and the p.d. across the 1.5Ω resistor.

(iii) Explain and examine the operation of the circuit.

Two batteries A and B are connected in parallel and a load of 3Ω is connected across their terminals. Battery A has an e.m.f. 24V and internal resistance of 4Ω; battery B has an e.m.f of 15V and an internal resistance 9Ω. Apply Kirchhoff’s Laws to determine:

(i) the values and directions of the currents in each branch of the circuit. (

ii) the p.d. across the external resistor i.e. the 3Ω resistor.

(iii) Explain and examine the operation of the circuit.

Apply Superpostion theory to the circuits below to determine the branch currents I1, I2 and I3 and explain and examine the operation of the circuits.

The post BTEC Unit 19 Electrical and Electronic Principles : Analysis of Circuits with Constant Voltages and Currents HNC Level 4 , Assignment 1, UK appeared first on Students Assignment Help UK.

Learning Outcomes and Assessment Criteria:

LO1 Describe the design and operational characteristics of a PLC system

P1 Describe the key differences of PLC types and configurations, and their typical applications.

P2 Determine the types of PLC input and output devices available.

P3 Describe the different types of communication links used with PLCs.

M1 Explain the different types of PLC programming languages available.

D1 Analyse the internal architecture of a typical PLC to determine its operational applications.

Unit Learning Outcomes:

Describe the design and operational characteristics of a PLC system

Assignment Brief and Guidance:

Scenario

You are a junior engineer working for an automation company (4DZ Controls). A new client has approached your company wishing to upgrade their old relay logic based systems controlling some production lines. The client’s electricians are looking at two types of Allen-Bradley Programmable Logic Controller (shown below) however they have little or no experience with them and need some technical advice. The client would like to commission a descriptive but easy to read report to help them make the best decision before they invest.

The client has emailed you some points that the report must include.

• A clear description between the two types shown, what are their applications? are there any other types of PLC available?
• Why does the architecture of PLCs make it the obvious choice for automation and process control? Why are they more suitable than a microcomputer? Do PLCs have any limitations?
• What type of inputs and output interfaces do the two types of PLC offer?
•  Can PLCs communicate with other devices? If so provide description of the communication links available.
• The electricians have been advised they should they be using one of the IEC6113 approved languages? Is this advisable? If so provide and explanation what the languages are, how do they differ, advantages and disadvantages etc. 4 Assignment Brief (HTQ) Higher Nationals – Assignment Feedback

The post BTEC Level 4 Unit 15 Automation, Robotics and Programmable Logic Controllers : PLC Characteristics, Assignment 1, UK appeared first on Students Assignment Help UK.

  
This module contains information from the following chapters of our textbook. Text Book is Attached. please cite any other resources of information that you used to help answer any answers.

Chapter 12: Endocrine System

Each page in this chapter discusses a different organ in the endocrine system

Chapter 10: Introduction to the Human Body

Sections 10.2 – 10.4 will help you with the level-up section for Part B of the assignment
Section 10.7 will help you with Part C of the assignment

Chapter 13: Integument System

This chapter will help you answer the Level-up portion of Part B of the assignment.

You can also use the Search Bar at the very top of the page to find other helpful pages in other books within the LibreTexts Library.
Part A – Learning Journal
As you complete the assignment, keep track of the resources that you used and list ALL of them as part of your assignment submission.
For this part of the assignment, list the resources you used AND how you used them.
For example, you might write something like this: I found most of the definitions in the textbook. But, I had to look up the terms X and Y online and found them on this link… I figured out most of the relationship using the Crash Course video on the resources page. I also asked the instructor for some help because I couldn’t figure out where X belong in the map.
Another example: I found the definitions in these links: A, B, C. I copied most of the definitions directly from these sources, so I used quotation marks to indicate that and identified which source each definition is from.  I found the relationship information in these links: B, C, D, E.
Note: This assignment is asking you to explain a process. You should use your own words to explain the process. You can also draw pictures or create flowcharts – that can make it easier to use your own words.
Alternative Learning Journey Option: Artificial Intelligence will answer all our questions! But are the answers correct? For this journey, you will fact-check the answer provided from AI (or you can fact-check any source that provides the full answer).  This “Fact Check” Journey is an alternative version of our assignments.  To do this, identify the source and copy the full answer. Then, highlight the terms from our list. Then, find reliable sources that supports each part of the answer.  Be specific about what part the the fact-check source you are referencing and what part of the original source it supports. Fact check all parts of the answer. If you find errors in the original source, identify the site that provides the correct information.  Be sure to let me know if you are selecting this alternative journey.
Below is a video explaining how to complete the Fact-Checking version of this assignment. It’s 8:32 minutes long.
Assignment – Part B
Part B – Human Systems
Core Goal: Endocrine System
Answer these questions for the endocrine system.
What is the function of the endocrine system?
List 5 organs or glands found in the endocrine system.

Identify one function for each organ.
Identify where each organ is found.

What is the difference between endocrine and exocrine glands? 

Give 2 examples of an exocrine gland and identify what each of them produces.

Level-up: Organization of the Body
Organ systems (such as the endocrine system) are made of individual organs.  Individual organs are made of tissues.  And, tissues are made of cells. Answer these questions.
Pick one organ of the endocrine system

Identify a tissue type found in that organ
Identify a cell type found in that tissue

Now, lets try this with a different system – the Integument system

Identify an organ and the function of that organ
Identify a tissue type in that organ
Identify a cell type in that organ

Assignment – Part C
Part C – Homeostasis
Core Goal
Describe the feedback loop that maintains blood glucose levels.
Use these terms below to explain how the body maintains glucose levels using a feedback loop. Be specific about what happens when glucose levels get to high (how does the body bring them back down)? And, what happens when glucose levels get too low (how does the body bring them back up)? Highlight or underline each of these terms in your explanation and include the role of each in the explanation. Note: the terms are not listed in the order they will be used in the explanation.
Liver
Insulin
Pancreas
Glucose
Glycogen
Glucagon
Homeostasis
Normal range
Level-Up
Add these terms to the explanation above
Sensor
Effector
Stimulus
Control center
Answer these questions
What is the difference between a positive and a negative feedback loop?
Is homeostasis of glucose levels an example of a positive or negative feedback loop?
Give one example of a positive feedback loop and one example of a negative feedback loop.  Use examples other than maintaining glucose levels.

 
Case 2
 E.J. is a nurse in an elementary school setting. Health promotion at the
school-age level is a critical time when behaviors can be influenced before unhealthful patterns have become the standard. Healthy behaviors are taught and modeled by the nurse as well as the teachers in the school.
She has a diverse set of roles. She provides direct care to ill or injured students when needed. She also coordinates vision and hearing screenings, tracks immunization compliance, provides referrals, and participates in the care and planning of special needs students. She is aware that she has high rates of students with asthma and allergies, so she monitors the air quality index in her community.
The prevention of overweight and obesity is critically important during the school-age years. Which educational interventions as a Nurse practitioner you should give to your school-age patients?
Discuss appropriate interventions for adolescents suspected of having an eating disorder. Describe how they would initiate conversations with adolescents about this issue.
Describe the physical changes of adolescents that include natural processes of biology and genetics
Discuss the prevalence of violence among adolescents. Identify ways that health care practitioners can help prevent and educate adolescents about these issues.
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

What is a differential diagnosis list?
What must be considered when developing a differential diagnosis list?
Pick a medical condition that the provider might see in the acute care setting and describe the pathophysiology, risk factors, and signs and symptoms.
Discuss three differential diagnoses related to this condition.
Discuss why these differential diagnoses are appropriate for this condition.
Discuss similarities and differences between the three differential diagnoses and the medical condition described.
Discuss diagnostic criteria that the provider can use to help rule in or rule out these differentials.
Discuss the gold standard diagnostic test that must be used in order to rule in these differentials.
Include a minimum of 2 peer-reviewed research articles as references in the presentation. All research articles must be within the last 5 years

 Issues and Trends Presentation Instructions 
First, select a topic. The topic can be a current issue in education, a classroom challenge (ex. lack of motivation), or simply a topic in education that you want to learn more about.
Next, research that topic. You must find and use at least three sources for your presentation. Each source should add something new to your understanding of the topic.
Once you have a good understanding of the topic, you can create the PowerPoint presentation.

The presentation should be visually appealing and easy to follow. Do not overcrowd the slides.
Your presentation should be well-rounded and provide a full overview of the topic and what you learned. Make sure that the topic is narrow enough that you could provide an overview in the allotted number of slides. The research that you did should drive the presentation.
You should provide additional details in the notes section. These notes should be written as if you could use them as a script for a live presentation. They will be much more detailed than what is on the slides.
The content on your slides and in your notes should all be written at a graduate level.