Go to the www.train.org and register for an account if you don’t already have one. Once you are registered, complete the following trainings and earn a certificate:
WRITE a 1-page paper overviewing the main concepts and ideas you learned from each of the certificates you completed in Units 1–4 as well as how it changed your understanding of public health and epidemiology. Use the APA provided template for formatting. Papers should be one page in length, include a main heading/title, double spaced, with a 12-point font. All other formatting must comply with APA requirements including a cover page, running head, and reference list if applicable. An abstract is not required. Save your paper as: “PAPER_Your Last Name”
Upload your completed Unit 4 certificates, along with the certificates from Units 1–3 to the Unit 4 Dropbox. Certificates should be uploaded as separate attachments each one clearly labeled with your last name, the name of the unit and the training. Certificates that do not include a name or date on the certificate will receive no credit. Certificates or narratives/papers that are submitted as an addition to the original submission after grades for Unit 4 have posted will not be accepted.
Need this essay to be done on Thursday August 29, 2019 @ 11am Pacific Time Zone . Instructions are attached to this post. Follow it to a T. Drop me a PM if you have questions. Please have mercy on the pricing as I’m a broke boy. Thank you.
For BIO
Journal module 2
Refer to the case study, The Purchased Paper in the file below. In your Journal, explain your rankings of the characters. Consider: Who did you assign to #1 (most responsible?) #6 (least responsible?) Are there parts of this story you can relate to? What choices might you have made? Just need a 1 paragraph answer. You can read the case study below or read it here: https://clpccd.instructure.com/courses/12873/files/3019931/download
THE PURCHASED PAPER
One dark and stormy Thursday in December, first
–
semester student
EDGAR ALLEN
told
his roommate,
BILLY
,
“
You might as well start looking for a new roommate. My coll
ege days are
coming to an end.”
Edgar‘s bad luck had started late that afternoon with a voicemail from
MR. LONG
, manager
of the office supply store
where Edgar worked part time.
“
I just found out,
”
the message said,
“
that
the regional manager wants an inventory of the entire store comple
ted by Monday morning. To get
this done, I need everyone at the store from 9:00 am to 9:00 pm on Friday, Saturday, and
Sunday. No
excuses. Be t
here!.
”
What a disaster!
Edgar thought. He had planned to spend the whole weekend working on the
final paper for
his composition class. It was due Monday morning, and he couldn‘t imagine writing a
passing paper while working 12
–
hour shifts all weekend. Worse, without at least a C in English, he‘d
lose his financial aid, and then he‘d have to drop out of college. The
money he made working part
–
time barely covered his food, rent, car payments and insurance, and there was no way he could pay
tuition on top of that.
MRS. ALLEN
, Edgar‘s single mom, was planning to buy a new car
—
her first
ever
—
and she made it perfectly clea
r she wasn‘t g
oing to help with his tuition.
“
I‘ve taken care of
you and your brother for 24 years, and now it‘s
my
time to enjoy life!
”
Panicked, Edgar called
PROFESSOR PINE
to tell her he wouldn‘t be able to turn in his
composition on time. He explained
his situation to he
r and begged for an extension. “I‘m sorry,
Edgar,” Professor Pine replied. “
I warned everyone weeks ago that I have to turn in final grades on
Tuesday. If I don‘t get your paper on Monday morning, you‘ll get a zero. I guess you‘ve g
ot a
n
important choice to make!”
“That‘s no choice,” Edgar told Billy. “
If I fail the class, I‘ll lose my financial aid, and if I
don‘t show up for work, I‘ll get fired. Eith
er way,
I‘m through in college.”
“C‘mon, man!”
Billy
countered,
“
No one writes thei
r own papers anymore. There are thousands of papers for sale on the
Int
ernet. I‘ll even find you one.”
But all weekend at work, Edgar kept telling himself that he was
not
going to turn in a
purchased paper. He‘d write the paper himself, even if he had to s
tay awake the whole weekend. But
after work on Friday and Saturday nights, he was too tired to concentrate so he went to bed vowing
to write the paper Sunday night no matter what. When Edgar returned from work exhausted on
Sunday nig
ht, Billy met him at th
e door. “
Great news! I found you an English paper on the
Internet
and it‘s a guaranteed ‘A.’
I printed it out with your name on it, and I had a campus security guard put
it in Professor Pine‘s mailbox. Your semester is officially over, my friend, and now y
ou‘re coming
with me to Clancy‘s to celeb
rate. The first round is on me.”
He grabbed Edgar by the arm
and
dragged him out the door. “All right, all right,” Edgar said. “
I
‘m too tired to argue.”
It took Professor Pine about five minutes of searching the Internet to find the essay that Edgar
had submitted. She liked Edgar and knew he was under a lot of pressure. Actually Edgar had some
good writing skills, and if she didn‘t count this plagiarized p
aper, he‘d easily get a C in English, keep
his financial aid, and stay in college.
Everyone needs a break once in a while
, she thought. But when
she told her colleague
PROFESSOR CORDOVA
that she was going to overlook Edgar‘s
plagia
rized paper, he exploded.
“
Oh, no you‘re not! You have to fail this guy and make an example
of him! Otherwise, you‘ll get a reputation as a sucker and a pushover. Worse, once that happens
you‘ll lose the respect of your colleagues. Don‘t even think about p
assing him!”
Embarrassed
by Professor Cordova‘s reprimand, Professor Pine wrote a zero on Edgar‘s paper and
entered an F for his final grade.
* * * * *
Listed below are the characters in this story. Rank them in order of their responsibility for Edgar’s
failing grade in English
. Give a different score to each character. Be prepared to explain your
choices.
Most responsible
1 2 3 4 5 6
Least responsible
__ Edgar Allen, English student __ Billy, Edgar’s roommate
__ Mr. Long, Edgar’s boss
__ Mrs. Allen, Edgar’s mother
__ Prof. Pine, Edgar’s teacher __ Prof. Cordova, Prof. Pine’s
colleague
Diving Deeper: Is there someone not mentioned in the story who may also bear responsibility
for Edgar Allen’s failing grade?
© Skip Downing (with thanks to Jan McMannis &
Pam Allen of the U. of Pittsburgh for the original idea and to
Robin Middleton of Jamestown Community College for important contributions to this version.)
Module 2 Assignment
As a way for you to become more familiar with the different macromolecules that are essential for life, we will be focusing on carbohydrates for this assignment. You will read a case study of a typical family disagreement over breakfast foods then read information from studies, interpret food labels and develop an essay on whether you agree or disagree with the solution posed in the case study.
To get more background on Macromolecules see the PowerPoint reference for Module 2 below . Also refer to Chapter 2 in your Human Biology 11th Edition by Cecie Star and Beverly McMillan textbook.
As you go through this powerpoint on Atoms and Chemical Bonds take notes against these Learning Objectives:
· Understand the basic chemical structure of atoms, and demonstrate how chemical bonding occurs in atoms to create molecules and compounds (Ch. 2)
· Learn the common elements that comprise the human body (Ch. 2)
· Explain the difference between ionic, covalent and hydrogen bonding and provide examples of each ( Ch.2)
· Relate the structure of water to its characteristics that make it beneficial to life. (Ch.2)
· Understand the role of Hydrogen ions in the formation of acids and bases and the role of buffers in maintaining homeostasis. (Ch.2)
Now you are ready to learn about the Organic compounds that make up living things including us. First get an overview of the four classes of macromolecules ,
Then practice with these flashcards. I made up of some of the key compounds we will learn about this semester. Can you categorize them by organic vs. inorganic molecules? Can you then subcategorize them by carbohydrates, lipids, proteins and nucleic acids?
And finally check out this case study of proteins by looking at the difference between Straight and Curly Hair.
· Recognize the structure of the four classes of biological organic macromolecules: carbohydrates,lipids, proteins, nucleic acids; differentiate their function in cells and identify key molecules that comprise each class.(Ch.2)
· Distinguish between the four levels of protein structure: primary, secondary, tertiary, quaternary and explain how this determines the protein’s structure and function (Ch 2)
· Explain the importance of pH and temperature to the structure/function of proteins (Ch 2)
· Understand that a cell’s function determines the proteins that it produces (Ch2)
For each step I have provided guided questions to help you focus on the main ideas. Please do NOT send me your answers to these. This is not a short answer assignment. You will develop an essay based on the information you read.
Lustig 2015 study Sugar Is Definitely Toxic Sugar and Weight Gain Summary of Stanhope Study
1. For each option what percent of the total carbohydrates is sugar? On a per serving size, how does this compare to the daily recommended allowance for children?
2. What macromolecule(s) makes up the other carbohydrates? Which ingredients correspond to those other carbohydrates?
1. Do you think Cynthia was right to be so concerned about the sugar content of some of the boxed cereals? Do you agree or disagree with her opinion about minimizing high fructose corn syrup in our diets? Explain.
2. What is your opinion of Grandma’s breakfast solution? Explain.
Remember to back up your opinion with numerical evidence and facts from the nutrition labels and articles and videos I posted.
For SOC
D1/2 – Marriage and Families
Whole Class Discussion Assignment: What does marriage, family mean to you and how is it researched? Read Knox Ch 1. Here’s an image address of this book: https://images-na.ssl-images-amazon.com/images/I/51zVe-3yKqL._SX388_BO1,204,203,200_.jpg
Your discussion will come from Knox Ch 1 and Ch 2 to answer the discussion prompts. Please remember to always cite your information. Look at the example that is under Your Tasks.
Objective for this discussion:
· After reading Chapter 1 and viewing the videos in this module, you will begin to recognize how perceptions of marriage and family vary, and to recognize the importance of the choices we make in our relationships. You will also begin to see how theory helps guide our research in marriage and families.
· After reading Chapter 2 and viewing the videos, you will begin to recognize how perceptions of singlehood and cohabitation vary. Make sure to read both chapters and look at the power points I have included so that you will be able to answer the following questions.
· This discussion Post will be longer than the others because I am combining two chapters.
· How you should approach this and all discussion posts:
· First read all material in the texts, then look at the 4 prompts.
· Type up a word document and save it to your computer. Make sure to check grammar and spelling
· Click on Reply under this prompt.
· Copy your answers from your word doc and paste in the text box. You cannot attach a file. If you do, I will not grade it.
· After you have completed this, you will be able to read other posts. Choose a classmates post that you would like to respond to. Make sure to address them with their first and last names.
· Please remember that all posts must include citations with a page number from your text. If you are taking it from the power point make sure to designate slide number or title of the slide (ppt slide #).
· Please remember to bold all concepts and citations.
1. You have defined what marriage means to you in the orientation module, but now what does family mean to you. That is, perhaps family may mean different things to different people and who do you include as members of your family if different from the book meaning of family.
2. In the optional reading under For More Information, the title of the book mentioned is Families, joy, conflict and change. I like this title because it emphasizes the joy of family. Write a paragraph and describe your family of origin; name some joyous family moments and name some tradition that you always remember and may keep up in your family or future family. We will talk about conflict and change in other modules.
3. Last of all, but very importantly, name the different theoretical frameworks for viewing marriage and the family. Make this succinct,define the theories. Then choose one framework and give an example of some experience that you could apply that theory or how a particular experience could be studied guided by your chosen theory (I have provided an example of how you would discuss this in the file below). I want to make sure you are aware of the different frameworks you will be working with this semester. Please include page numbers in the post. For help with this last question, I have provided a powerpoint for the first few weeks and you can find the answers there. Please either cite the text or the slide. I will be looking for citations and bolded terms in your post. I will take five points off for no citations or bolding of these terms.
4. From Chapter 2: How does cohabitation make sense in today’s world of high rents and the high cost of living? What other alternatives if any are emerging for young couples who do not wish to marry? (please define cohabitation, hooking up, and singlehood and use citations for definitions you use. Then give a paragraph of what you can assess from the chapter in order to respond to the question.
Submit a summary of your job shadowing experience using the following outline. Be specific and relate what you saw and did with the contents of the course. College-level writing is expected. This assignment is an excellent opportunity for photos and online extras (Google earth, land images…).
Job shadowing summary sheet CSS 310 Forage Production
The purpose of this assignment is to encourage students to have hands-on experience
with the production of forage during the term the course is taken.
The summary should be 2-3 pages covering the experience. What was done?
What was the reasons/purpose of the tasks
What was the desired outcome? Were there glitches or unanticipated problems?
Connect the job shadow with topics presented in the course.
Your summary should be thorough and specific.
Student name ___________________________________________
Date of job shadowing experience ____________________________
Business name ___________________________________________
Supervisor/job shadowing host ______________________________
Contact information for verification __________________________
Signature of supervising/host of job shadowing experience. ______________________
Hours completed _________________________________________
Summarize the work watched/experienced.
What role did you play in the work completed?
What did you learn about the task and its purpose?
How does the task relate to forages?
Find an article in the Digger Magazine (from the last 5 years) that is of interest to you and share a short review of the article. How can this information be applied to nursery, greenhouse, or Christmas tree growers in your region?
Go to the Oregon Association of Nurserymen web site to find an article in their Digger Magazine:
Digger Magazine – Current Issue http://www.diggermagazine.com/ (Links to an external site.)
Digger Magazine – Archive Issues http://www.oan.org/displaycommon.cfm?an=1&subarticlenbr=18
Beverly Luke
The article “Digging in to edibles” by Tracy Miller (2019, May) covers the growing demand for edible ornamentals among urban and suburban landscapes and the growing trend of incorporating edibles into more traditional ornamental gardens. This trend has come about with the increased interest in homesteading among younger generations and the rising awareness about sustainable food production along with the benefits of home-grown, organic produce.
Many popular edible plants like tomatoes, peppers and garlic are now commonly planted ornamentally along with kale, lettuce varieties and various mustard greens that are not only nutritious but add an aesthetic value to the garden or landscape space. One aspect of using edibles is the availability and versatility of berry shrubs such as blueberry, serviceberry, cranberry, honeyberry and raspberry which grow freely in my region and can be great landscape plants with multiple benefits. Local nurseries and growers would likely benefit from including more edible ornamentals in their stock, especially hedges and shrubs that can also function as privacy hedgerows and decorative placements.
Miller, T. (2019, May 24). Digging in to edibles. In Digger. Retrieved from http://www.diggermagazine.com/digging-in-to-edibles/
Give your reply here
Jordan Sloan
One of the articles I decided to read was written by Jon Bell and it’s called “Growing at The Right Pace”. This article is all about sizing your nursery or other plant related business to meet the markets needs. Currently the nursery market is doing really well and plant sales are the highest that they have been since 2007. This means that many greenhouse producers are trying to increase production, but the qualified labor force is limited so growers are having a hard time finding the workers they need to expand. This limited labor supply though is keeping sales relatively stable and prices high. The article then goes into a little detail on how growers can take advantage of this strong market by using unique branding, increasing incentive for new employees, releasing new variety, and creating long term growth plans.
The information in this article is really useful for the Oregon nursery industry. Growers that are thinking about expanding need to consider how they will attract employees, and change their operation in order to make them more efficient, and maximize profits. This means automatizing their operation more, creating incentive programs for employees, and growing the most desirable crops and varieties.
http://www.diggermagazine.com/growing-at-the-right-pace
Give your reply here
2.1 Describe how denaturing a protein alters the function of that protein.
2.2 Explain how water in your body helps to regulate body temperature following a long-distance bike ride.
n the human body, bicarbonate and carbonate ions work together to stabilize or buffer the pH of body fluids. What would happen to your blood if these buffering agents were removed?
Centre Name: Chevron Training & Recruitment Ltd Centre Roll Number: 38003R |
Assessment Brief
Component Title and Code: Recovery in Mental Health 5N3773
Level: QQI Level 5
Teacher/Tutor Name: Fiona Wylie
Assessment Technique:
Assignment 60% (Part A 40% & Part B 20%)
Title of this Assessment Activity: Learner Record
Assessment Activity Description and Instructions to Learner:
Part A (40%) – Word Count 2,500 words
You are required to plan and organise 10 activities and tasks which reflect the partnership approach between the service user and the team. The activities/tasks should demonstrate strategies to reinforce positive mental health for residents/clients. Each activity should be 250 words. The 10 activities should be set out using the following headings, each task should have the same outline: Part one of the task (10 Marks) · Introduction to task · Aim of task · Objective of task · How you carried out the task · The benefit to service user Part two of the task (10 marks) · Demonstrate ability to facilitate freedom of choice and demonstrate empathy and listening skills Part three of the task (10 marks) · Demonstrate communication skills and how you worked effectively with the service user. Part four of the task (10 marks) · Demonstrate the ability to work independently and as part of the healthcare team Part B (20%) – Word Count 1,000 words Part One: Demonstrate and outline your understanding of the following in relation to positive mental health and mental health promotion. (6 marks) · Residential care policies · Procedures · Good practice skills when caring for service users Part Two: Identification and facilitation of service user’s specific needs (4 marks) Part Three: Demonstrate reflective practice in areas of competence and areas for improvement in your role in caring for service users to promote positive mental health and/or caring for a service user with a mental illness. (10 marks) |
Date work submitted to Chevron Training: ______________________________
Learner’s Authorship Statement:
I, the undersigned author of this assignment, declare that this manuscript is an original work that has not been submitted to, nor published anywhere else. Signed: __________________________________ Date: ___________________________ Print: __________________________________ Learner |
Submission Statement:
I confirm that I have received this brief and that I have submitted work in line with the guidelines in this brief. Signed: ___________________________________ Date: ___________________________ Print: ___________________________________ Learner I confirm I have received this work from the learner Signed: ____________________________________ Date: ___________________________ Teacher/Tutor (Assessor) |
Centre Name: Chevron Training & Recruitment Ltd Centre Roll Number: 38003R |
Assessment Brief
Component Title and Code: Recovery in Mental Health 5N3773
Level: QQI Level 5
Teacher/Tutor Name: Fiona Wylie
Assessment Technique:
Assignment – 40% Title of this Assessment Activity: Project
Assessment Activity Description and Instructions to Learner:
Project (40%) – Word Count 1,500 words
This project requires you to demonstrate your understanding of mental health recovery from an Irish perspective. As part of this project you are required to: 1. Outline the characteristics associated with three different types of mental illnesses. (5 marks) 2. Identify the impact which the mental illness has upon the client’s care needs. (5 marks) 3. Outline and analyse three mental health support services available in Ireland that assist in Mental Health Recovery. (10 marks) 4. Clearly identify all key mental health professionals who work in adult mental health services and outline their respective roles (5 marks) 5. Demonstrate a clear understanding of the experience of the person who is using various supports/services. (5 marks) 6. Highlight the client’s perspective on the role of various services in supporting their own mental health and recovery (5 marks) 7. Critical evaluation of mental health support services, considered reflections and recommendations for improvements. (5 marks) |
Date work submitted to Chevron Training: ______________________________
Learner’s Authorship Statement:
I, the undersigned author of this assignment, declare that this manuscript is an original work that has not been submitted to, nor published anywhere else. Signed: __________________________________ Date: ___________________________ Print: __________________________________ Learner |
Submission Statement
I confirm that I have received this brief and that I have submitted work in line with the guidelines in this brief. Signed: ___________________________________ Date: ___________________________ Print: ___________________________________ Learner I confirm I have received this work from the learner Signed: ____________________________________ Date: ___________________________ Teacher/Tutor (Assessor) |
Certification Details
For the purpose of certification, can you please confirm the following details: (please type or block print below), this information is for certification purposes only and will be treated confidentially.
Full Name:
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PPS Number:
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DOB:
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Please attach Photo ID
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If you previously received a FETAC or QQI award from a different provider, please confirm the name that appeared on your certificate | |
If you wish for Chevron Training to input you for certification under a different name (i.e. married or maiden name or a full name) as to what was previously on a certificate, please confirm what you would like to appear on your certificate | |
Postage address certificate is to be posted to:
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Do you hold a medical card? | Yes No
If yes, please attach a copy |
How many modules are you completing with Chevron Training (please list)
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Are Chevron Training inputting you for a major award?
If yes, and if you are using the prior completion of a module towards a major award, you must submit certified copies (i.e. stamped at local Garda Station) of the certificates to your tutor |
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This form must be competed and submitted with the first module you submit, with all requested documents, if not, it may delay the issuing of your certificate
After learning more about the basics of Orchard and Fruit systems within the Pacific Northwest, you are now ready to conduct some outside research about a particular cropping system. For this assignment, I would like you to review the case study, diagnose the problem(s), and provide management recommendations for Chuck and Christine Browinski. All the information you will need to get started with this assessment is provided in the Assignment #5 – Instructions, Case Study, and Grading Rubric document (pdf version).
Be sure to review the grading rubric and fulfill all of the assignment requirements!
Additionally, please review your graded first case study (Assignment #2) as my comments and suggestions will be very helpful when working on this assignment.
CROP/HORT 300 – Assignment #5 Orchard System Case Study
45 Points Overview: Expanding upon your crop-related problem solving skills displayed during the first round of case studies for this course (Assignment #2), you will now review the following case study relating to an orchard production system in Oregon’s Willamette Valley. Contrary to the previous case study assignment, everyone will be reviewing the orchard case study provided below for Chuck and Christine Browinski. Your goals are to identify the factors placing stress on their orchard system, develop a management strategy to solve the problem, and compose a formal letter conveying your analysis and recommendations. Please begin Assignment #5 by reviewing the case study posted below.
Case Study: In March 2017, Chuck and Christine were excited to purchase an older farm just west of
McMinnville, Oregon and begin the restoration process to create their dream small farm and U- Pick operation. At the time of purchase, their farm was in shambles with a deteriorating barn housing 6 dairy goats, a tool shed, and old orchard in the back—but on the positive side, the farmhouse was renovated three years earlier. Christine would love to expand the current 20- acre farm, but the first step is to rejuvenate the existing orchard. Supposedly (well, at least according to the last farm owner), the orchard was comprised of 5 acres of ‘Gravenstine’ apples, 3 acres of ‘Red Delicious’ apples, 2 acres of ‘Daviana’ hazelnuts, and 5 acres of ‘Rainier’ cherries. However, when Christine first examined the orchard, she noted that many of these trees were dead or very unhealthy. So, to get the restoration process started, Chuck rented a backhoe in October 2018 thru January of 2019 and removed the dead trees, some of the trees with sparse limbs, and the trees that were covered in a thick sap-like ooze. Better to get rid of the unhealthy material first!
The remaining trees appear to be generating a decent apple yield for 2019; but, the hazelnuts are not very productive. Christine is concerned about the cherries because they did not harvest any cherries in 2018 and it doesn’t look like they will harvest any this summer either. When Chuck pulled the trees out the previous winter, they were not sure which trees were which, so Christine mapped out the orchard during the 2019 growing season and determined that they had about 5 total acres of apples, about 1.5 acres of hazelnuts, and only 10 cherry trees scattered throughout the entire orchard. Christine and Chuck have asked their local horticultural extension agent to visit their orchard and identify why their cherry trees are not producing fruit in 2019. To prepare for the initial meeting and farm tour, which will be taking place on August 20, 2019, Christine emailed the extension agent some pictures she took of their cherry trees earlier in the 2019 growing season. (Continue to next page)
Assignment Instructions: Your task with this assignment is to assume the role of Christine and Chuck’s local extension agent. As an agent, you already have knowledge of orchard production systems in the area, but you still created a list of questions to ask during your initial meeting with Christine and Chuck. These questions are designed to help you ascertain some detailed background information on their operation. Then, after meeting with Christine and Chuck on August 20th and “touring” the orchard (please use the images Christine emailed), you returned to the office to conduct additional research. Upon identifying the issues present in this case study, you composed a formal letter to Christine and Chuck identifying the cause of their cherry problems, providing a list of references to support your diagnosis, as well as detailing your recommendations for action. Similar to the previous case study assignment, this assignment will also require you to conduct extensive research regarding orchard production. You will be working towards accomplishing the third measurable student learning outcome described in the course syllabus (“Describe the key information resources relating to crop production and to apply these resources to crop management decisions.”). Please utilize reputable resources (not Wikipedia) such as university publications, peer-reviewed journal articles, and government publications. If you have questions regarding the reputability of a resource, please send me an email. When citing sources both within the text and in a separate document, please utilize either MLA or ASA- CSSA-SSSA citation styles. To be successful with this assignment, I recommend the following task arrangement with your assignment submission:
• On the first page of your assignment (Section #1), please provide: 1) A list of at least 10 questions that you would ask (as an extension agent) Chuck
and Christine regarding their orchard during your initial visit. 2) A detailed overview of the case study, including all of the important case study
elements described as well as the limiting factors for their operation. 3) A description of your diagnosis of the case study problem(s) and a list of your
recommendations to combat the problem(s). 4) A list of at least 6 references (fully cited) that you utilized in identifying the cause
of their cherry problem(s) and in formulating management recommendations. • After the conclusion of your Section #1 for this assignment, please complete the
following (Section #2): 1) Compose a formal, one- to two-page letter to Chuck and Christine that includes a
summary of your analysis and diagnosis, your detailed orchard management recommendations, and explanation of why these recommendations are ideal. Remember, be professional in your letter composition.
2) Also, provide at least two references that you would encourage Chuck and Christine to utilize (both to verify your findings/recommendations but also as future orchard management references).
(See next page for grading rubric)
Grading Rubric: Grading Criteria
No Marks (0 pts.)
Weak (1-50%)
Developing (51-89%)
Strong (90-100%)
Total Points
List of Questions
No attempt; Questions provided were not
applicable
Provided a list of 1 to 3 applicable questions for
Chuck and Christine
Provided a list of 4 to 9 applicable
questions
Provided a list of at least 10 applicable
questions 5
Case Study Summary
No summary of
the case study was provided
A summary was provided but did
not include all important case study elements
Provided a mediocre
description summarizing the
case study
A thorough, detailed overview of the case study
was presented
5
Diagnosis No attempt
Attempted to provide a diagnosis of the problem(s)
and list of recommendations
Provided a fairly accurate diagnosis of the problem(s)
and list of recommendations
Provided accurate diagnosis of the problem(s) and
detailed, accurate recommendations
10
List of References Utilized
No sources 1-2 relevant sources 3-5 relevant
sources
6 relevant references, all properly cited
5
Formal Letter No attempt
Letter provided, but was not formal nor of professional
quality
Provided a professional letter but did not include one or more of the
requirements
Provided a professional 1-2
page letter meeting all of the
requirements
5
Spelling and Punctuation
Ten+ major mechanics
errors
Five to nine major spelling or
punctuation errors
One to Four major spelling or
punctuation errors
No major spelling or punctuation
errors 3
Case Study Recommen- dation(s)
No attempt
Recommendations provided were not detailed, accurate,
or realistic. Explanation of
recommendations was not provided.
Recommendations provided were detailed and
realistic but not accurate and/or
feasible. Mediocre explanation was
provided.
Recommendations provided were
detailed, accurate, realistic, and
feasible for the operation. Detailed
explanation was provided.
10
References for Chuck and Christine
No references
were provided
Provided (within the formal letter) one reference for
Chuck and Christine’s use
—–
Provided (within the formal letter)
at least two references for
Chuck and Christine’s use
2
TOTAL 45
Write a 400 word essay. Be sure to introduce your fallacy free-argument and provide at least one supportive point, one legitimate objection, your assessment of that objection, and a summary of your argument. Include documentation and have clear paragraphs.
Topics are: 1. Animal rights 2. Torture 3. Universal health care
3 essays with 400 words each
Guidelines:
The essay should follow the following: outline the argument, introduce the argument, support the conclusion by identifying the premises and state each claim, provide reasons and evidence/examples that support each premise, provide objections that are against your view, summarize your argument ( repeat the main conclusion, restate the main premises by using different language), cite your sources (choose credible sources). No plagiarism
being able to convert, particularly between metric (SI…. International system of Units) and English (U.S. Customary Units), is essential. Use the following to review conversion between and within the two systems of measure. Convert the following and MUST SHOW which equivalents you used to do so. SHOW your work (train tracks) and the finale answer. Your work must be neat.
MSCI 1501K Introduction to Marine Biology
Fall 2019
Conversions Practice
Being able to convert, particularly between metric (SI…International System of Units) and English (U.S. Customary Units), is essential. Use the following to review conversion between and within the two systems of measure. Convert the following and show which equivalents you used to do so. Show your work (train tracks) and the final answer. Your work must be neat.
1. ______inches = 0.7 cm
2. How many centimeters in 45 in?
3. How many feet in 0.5 m?
4. Convert 42 km/hr to mi/hr?
5. How many kilometers in 42 miles?
6. How many quarts in 10 liters?
7. How many gallons in 5 liters?
8. How many kilograms equal 3.3 lbs?
9. How many gallons in 16.6 liters?
10. Convert 81 °F to °C.
Provide an original response to the question below from the reading. Your response should be:
In section 2.3: Biological Molecules of the Concepts of Biology text, we learn about the four categories of macromolecules that form biological organisms. Address the following points in your response for this reading assessment: