Environmental science homework help

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This assignment is designed to help you reflect on the environmental practices in your home. For the audit, you will each select ten (10) topics of interest in regards to environmental aspects of your household operations. The topics you may choose from are:
Topics
Waste management
Composting, Trash produced, Recycling, Fast fashion, Paper decor
Water
Faucet efficiency, Toilet efficiency, Showers (length, efficiency, temperature, etc.), Washing machine type, Water used to produce your clothing, Water source, Irrigation (sprinklers, drip systems, water barrels, etc.)
Energy
Appliance efficiency, Computers, Power source sustainability, Water heater type, Lighting (type, efficiency, age), Energy vampires, External shade on roof (trees, etc.)
Air handling
Insulation, Window/doorway sealant, AC age, Keeping vents clear
Useful resource:  http://efficiencytips.tumblr.com/tagged/at-school (Links to an external site.) ; https://www.epa.gov/statelocalenergy/local-residential-energy-efficiency (Links to an external site.)
Task:

  1. Select ten topics listed above
  2. Write a paragraph (minimum) discussing how you address and/or implement each topic (Ten paragraphs total-minimum).  Does your home actively plan accommodations for this topic?  What could you do do to better on this subject? How much would it roughly cost to do so (look up what it would cost to replace equipment if necessary, ball park figures are okay)?
  3. Evaluate your home. Do you consider your home “green”?  Why or why not?
  4. Propose some monetarily and personally feasible changes that you/your family should consider.

What to submit – Generate a report with the following sections and submit to the assignment dropbox:

  • Introduction – Discuss the specifics of your home.  How many people live there?  How large is it? This section should familiarize the reader with your home.
  • Topic Discussions – Include the description of each topic in this section.
  • Evaluation – Include your evaluation in this section
  • References – Include all reference material (MLA format)

Minimum word count is 750.

Chemistry homework help

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Please if you can’t get the answers of that Chemistry homework. Don’t try. It’s due tomorrow night 11/26/2020  at 7:00pm . Thank you
 
Hi,
Chemistry homework
Please if you can’t do it, don’t event try.
I need only 1 ½ page of that chemistry homework by tomorrow 11/26/2020 at night at 7 pm. Thank you
 
 
Chemical Substitution Reactions
These form the basis of many of the precipitation reactions you have seen previously with the five “groups” of common cations. What you are to do with the following is to balance the reactions so that the same number of atoms of each type are found on each side of the equation. You are to (a) CIRCLE the insoluble product, AND (b) add the proper subscripts and coefficients so that the numbers of atoms balance. Notice that it is common practice to not write a number IF that number is “1”
OL =”1″
AgNO+ ___NaCl –> ___AgCl + ___NaNO =
LI___Fe(NO+ ___NaOH  ___Fe(OH) + ___NaNO
Pb+ ___NaCl –> ___PbCl + ___NaNO
FeCl+ ___Na< S –> ___Fe + ___NaCl
Cr (NO) + ___KOH –> ___Cr (OH)< + ___KNO OL
Perhaps by this time you have noticed that most nitrates are soluble in water. — Next: Just to keep you on your toes, here are some others that you are simply to balance:
OL type=”1″start=6
H –[catalase]–> ___O + ___H< O
H + ___KOH –> ___K + ___H< O

  1. NH) H< PO + ___NH =OH –> ___(NH)< HPO+ ___H< >0</OL>

Now to advance your understanding into a new area – exothermic reactions. There are many reactions in which energy is released. Usually that energy is in the form of heat (and rarely as light). One of the common observations is that if H 2O is formed, the whole works becomes warmer. A most common example of this is when you neutralize an acid with a base as in #7 and #8, above. (Indeed, even #6 gets warmer.) Let’s take a look at three burnings of carbon compounds. You are to balance them and then order them in the amount of heat released per weight of carbon compound fuel used. (Hint: you might answer the second part by determining how many moles of the fuel is present in one kilogram, and then ascertain how many moles of water is produced by that amount of fuel. (For this calculation we will overlook any contributions made by the oxidation of the carbon atoms themselves. That will come next semester.)
type=”1″start=9
C (coal) + ___O –> ___CO< ((carbon = 12); 83.3 moles/kg))
CH< (methane) + ___O –> ___CO + ___H O ((methane = 16); 62.5 moles/kg))
CH (ethane) + ___O2 -> ___CO + ___H >O ((ethane = 30); 33.3 moles/kg))
SUMMARY 1: It might be surprising to know that the Titanic and its sister ship the Leviathan were built so huge because they were designed to be the first passenger ships to traverse profitably the Atlantic solely by engine power (without sails). Previous attempts using coal-powered steam always resulted in running out of coal. / What do most ships use today? The answer to this last section (9,10,11) ought to support your answer! (Interestingly, shortly after the Titanic sank, the Leviathan sank in the Mediterranean.)
SUMMARY 2: which should be more efficient to use to heat your home: oil or natural gas? (Suppose that each cost the same per ton [oil would be more like ethane].)
And finally, a few more to keep you on your toes:
Name AND write the formulas for three strong acids:
Name and write the formula for one weak acid:
Name and write the formulas for two strong bases:
Name and write the formula for one weak base:
Now for a make-up question dealing with the making of a standard curve. You are measuring the amount of dissolved calcium ion in various mine waters. But first you make up a number of standard solutions of CaCl2 and read them in your flame photometer (with the proper optical filters, of course). Then you analyze two mine waters. Fill in the two blanks:  align table cellpadding=8 border=1
sample reading concentration
Std1= 0.60<TH>0.012M
Std2 =0.90<TH>0.018M
Std3=1.20 =0.024M
Std4=1.80= 0.036M
Mine1=1.15
Mine2=0.68
 

Chemistry homework help

/in /by

Please if you can’t get the answers of that Chemistry homework. Don’t try. It’s due tomorrow night 11/26/2020  at 7:00pm . Thank you
 
Hi,
Chemistry homework
Please if you can’t do it, don’t event try.
I need only 1 ½ page of that chemistry homework by tomorrow 11/26/2020 at night at 7 pm. Thank you
 
 
Chemical Substitution Reactions
These form the basis of many of the precipitation reactions you have seen previously with the five “groups” of common cations. What you are to do with the following is to balance the reactions so that the same number of atoms of each type are found on each side of the equation. You are to (a) CIRCLE the insoluble product, AND (b) add the proper subscripts and coefficients so that the numbers of atoms balance. Notice that it is common practice to not write a number IF that number is “1”
OL =”1″
AgNO+ ___NaCl –> ___AgCl + ___NaNO =
LI___Fe(NO+ ___NaOH  ___Fe(OH) + ___NaNO
Pb+ ___NaCl –> ___PbCl + ___NaNO
FeCl+ ___Na< S –> ___Fe + ___NaCl
Cr (NO) + ___KOH –> ___Cr (OH)< + ___KNO OL
Perhaps by this time you have noticed that most nitrates are soluble in water. — Next: Just to keep you on your toes, here are some others that you are simply to balance:
OL type=”1″start=6
H –[catalase]–> ___O + ___H< O
H + ___KOH –> ___K + ___H< O

  1. NH) H< PO + ___NH =OH –> ___(NH)< HPO+ ___H< >0</OL>

Now to advance your understanding into a new area – exothermic reactions. There are many reactions in which energy is released. Usually that energy is in the form of heat (and rarely as light). One of the common observations is that if H 2O is formed, the whole works becomes warmer. A most common example of this is when you neutralize an acid with a base as in #7 and #8, above. (Indeed, even #6 gets warmer.) Let’s take a look at three burnings of carbon compounds. You are to balance them and then order them in the amount of heat released per weight of carbon compound fuel used. (Hint: you might answer the second part by determining how many moles of the fuel is present in one kilogram, and then ascertain how many moles of water is produced by that amount of fuel. (For this calculation we will overlook any contributions made by the oxidation of the carbon atoms themselves. That will come next semester.)
type=”1″start=9
C (coal) + ___O –> ___CO< ((carbon = 12); 83.3 moles/kg))
CH< (methane) + ___O –> ___CO + ___H O ((methane = 16); 62.5 moles/kg))
CH (ethane) + ___O2 -> ___CO + ___H >O ((ethane = 30); 33.3 moles/kg))
SUMMARY 1: It might be surprising to know that the Titanic and its sister ship the Leviathan were built so huge because they were designed to be the first passenger ships to traverse profitably the Atlantic solely by engine power (without sails). Previous attempts using coal-powered steam always resulted in running out of coal. / What do most ships use today? The answer to this last section (9,10,11) ought to support your answer! (Interestingly, shortly after the Titanic sank, the Leviathan sank in the Mediterranean.)
SUMMARY 2: which should be more efficient to use to heat your home: oil or natural gas? (Suppose that each cost the same per ton [oil would be more like ethane].)
And finally, a few more to keep you on your toes:
Name AND write the formulas for three strong acids:
Name and write the formula for one weak acid:
Name and write the formulas for two strong bases:
Name and write the formula for one weak base:
Now for a make-up question dealing with the making of a standard curve. You are measuring the amount of dissolved calcium ion in various mine waters. But first you make up a number of standard solutions of CaCl2 and read them in your flame photometer (with the proper optical filters, of course). Then you analyze two mine waters. Fill in the two blanks:  align table cellpadding=8 border=1
sample reading concentration
Std1= 0.60<TH>0.012M
Std2 =0.90<TH>0.018M
Std3=1.20 =0.024M
Std4=1.80= 0.036M
Mine1=1.15
Mine2=0.68
 

Architecture and Design homework help

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Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
text book: Network Security, Firewalls and VPNs
based on chapters from this book, please do my assignment.

Education homework help

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Engaging Students with Listening, Speaking, and Writing

Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills.
Part 1: Listening, Speaking and Writing Activities
Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment.
Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities.
Below are examples of possible activities:

  • Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign

Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following:

  • Strategies that encourage students to apply personal opinions toward the interpretation of texts
  • Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction
  • Accommodations related to assessment and testing conditions to meet diverse needs of students

Part 2: Rationale
In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
 

Clinical Field Experience C: Student Needs and Instructional Planning

Part 1: Mini-Lesson Plan
Use the data received from the “Clinical Field Experience B” pre-assessment to complete the “ELA Mini-Lesson Plan” template. Be sure to incorporate the chosen book identified with your mentor teacher to create ELA activities in your mini lesson plan. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards.
Your mini-lesson should include.

  • Grade level, ELA standards, learning objectives, description of the unit the field experience class is currently learning
  • Book that can be used to create ELA activities appropriate for the identified students.
  • Instructional strategies that encourage students to apply listening, speaking, and writing skills OR apply personal opinions toward the interpretation of texts.
  • A 100-150 word description of the ELA learning activity that is directly related to the data received from the pre-assessment
  • Formative Assessment (to be created and administered in Clinical Field Experience D)

Part 2: Mini-Lesson Plan Implementation
After completing the “ELA Mini-Lesson Plan,” share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student. (This might require formative assessments before, during, and after the lesson to determine understanding.)
If you are not able to implement the lesson, speak with your instructor for an alternate assignment.
Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.
Part 3: Reflection
In 250-500 words, summarize and reflect upon mentor teacher feedback related to your lesson plan, as well as lesson delivery. Identify successes of your lesson plan delivery as well as areas of potential growth. What accommodations, if any would you implement during testing to meet the needs of diverse students? Be sure to explain how you will use your findings in your future professional practice.
Submit the “ELA Mini-Lesson Plan” and reflection as one deliverable.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  • attachment

    ELM-580-T4-ClinicalFieldExperienceCELAMiniLessonPlan.docx
  • attachment

    ELM-580-T4-SpeakingWritingListeningActivities.docx
  • attachment

    ELM-580-ClassProfile2.docx

Education homework help

/in /by
Engaging Students with Listening, Speaking, and Writing

Engaging students in listening and speaking activities can include debates, discussions, presentations, and persuasive writing. All of these components are crucial to expanding students’ growth in communication skills.
Part 1: Listening, Speaking and Writing Activities
Use the “Listening, Speaking, and Writing Activities” template and “Class Profile” to complete this assignment.
Using the same grade level you selected for your previous lesson plans or from your field experiences, select a state standard that focuses on listening, writing, and speaking skills to develop three listening, speaking, and writing activities.
Below are examples of possible activities:

  • Persuasive writing, speech writing, debates, class discussions, presentations on topics of student interest, persuasive advertisement, or advertisement campaign

Your learning activities should be appropriate for students detailed within the “Class Profile” and include the following:

  • Strategies that encourage students to apply personal opinions toward the interpretation of texts
  • Various forms of communication (verbal, nonverbal, media, etc.) techniques to foster elementary students’ active inquiry, collaboration, and supportive interaction
  • Accommodations related to assessment and testing conditions to meet diverse needs of students

Part 2: Rationale
In 250-500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for all ”Class Profile” students and clearly focuses on creativity and student engagement. In addition, explain the elements of effective speaking. Additionally, discuss how verbal and nonverbal communication affects the persuasive aspect of having students advertise and/or present an idea.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
 

Clinical Field Experience C: Student Needs and Instructional Planning

Part 1: Mini-Lesson Plan
Use the data received from the “Clinical Field Experience B” pre-assessment to complete the “ELA Mini-Lesson Plan” template. Be sure to incorporate the chosen book identified with your mentor teacher to create ELA activities in your mini lesson plan. This mini-lesson plan will be administered to the selected group of students to support instruction to meet the selected standards.
Your mini-lesson should include.

  • Grade level, ELA standards, learning objectives, description of the unit the field experience class is currently learning
  • Book that can be used to create ELA activities appropriate for the identified students.
  • Instructional strategies that encourage students to apply listening, speaking, and writing skills OR apply personal opinions toward the interpretation of texts.
  • A 100-150 word description of the ELA learning activity that is directly related to the data received from the pre-assessment
  • Formative Assessment (to be created and administered in Clinical Field Experience D)

Part 2: Mini-Lesson Plan Implementation
After completing the “ELA Mini-Lesson Plan,” share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student. (This might require formative assessments before, during, and after the lesson to determine understanding.)
If you are not able to implement the lesson, speak with your instructor for an alternate assignment.
Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.
Part 3: Reflection
In 250-500 words, summarize and reflect upon mentor teacher feedback related to your lesson plan, as well as lesson delivery. Identify successes of your lesson plan delivery as well as areas of potential growth. What accommodations, if any would you implement during testing to meet the needs of diverse students? Be sure to explain how you will use your findings in your future professional practice.
Submit the “ELA Mini-Lesson Plan” and reflection as one deliverable.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

  • attachment

    ELM-580-T4-ClinicalFieldExperienceCELAMiniLessonPlan.docx
  • attachment

    ELM-580-T4-SpeakingWritingListeningActivities.docx
  • attachment

    ELM-580-ClassProfile2.docx

Physics homework help

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https://cuny907-my.sharepoint.com/personal/german_kolmakov93_login_cuny_edu/_layouts/15/onedrive.aspx?originalPath=aHR0cHM6Ly9jdW55OTA3LW15LnNoYXJlcG9pbnQuY29tLzpmOi9nL3BlcnNvbmFsL2dlcm1hbl9rb2xtYWtvdjkzX2xvZ2luX2N1bnlfZWR1L0VxRGJhNE45UV9sTG5UWXE0MVA1cHpVQm5KLXozcUhvWFlPdnExQ2lBVkFOZnc%5FcnRpbWU9TmR3cEhIU1IyRWc&id=%2Fpersonal%2Fgerman%5Fkolmakov93%5Flogin%5Fcuny%5Fedu%2FDocuments%2FPhysics%20Labs%20Fall%202020%2FLabs%201434%2F9%20Magnetic%20force
 
Magnetic force between two current carrying wires (https://www.geogebra.org/m/JSrCbknr )
Objective
In this simulation we review two different applications of the right-hand rule, and verify the
dependence of magnetic force on currents as well as the distance between the two current
carrying wires.
Pre-lab
Please read pp. 878-879, College Physics, Openstax. The covered material will also be discussed
during the introduction period of the lab class.
Tips for using this simulation
• Wire A and B are both 1-m long portions of a pair of parallel, long conductors.
• Do not try to zoom in/out by scrolling or swiping the mouse within the simulator
window. Instead, change the browser size or use the scroll bar on the right edge of the
browser window to adjust the view.
• Use the control buttons or text input to change currents or distance.
• Use the browser refresh button to go back to the default configuration and setting.
Lab activities and questions
Run I: Right hand rule
1. Start the simulation, and explore the range of the current and the range of the distance
between wires.
2. Set the position of wire A at x=0, and wire B at x=3m. Apply the right-hand rule and
complete the following tables.
Current in wire A,
IA [A]
Direction of magnetic field
produced by IA at x=3m
Direction of magnetic
force on wire B
-3
3
Current in wire B,
IB [A]
Direction of magnetic field
produced by IB at x=0
Direction of magnetic
force on wire A
-3
3
3. You can click the boxes under the current and distance control bars to show the
magnetic field and forces. Do your predictions from the previous step agree with the
simulation?
Run II: Dependence of magnetic force on the currents
1. Check the box next to “show forces”. With IB fixed at 1.5A, vary IA, and record the
corresponding magnetic force in the table below.
Current in wire A,
IA [A]
Product of currents,
IA*IB, [A2
]
Magnitude of
magnetic force, F [N]
1
2
3
4
5
2. With IA fixed at 3A, vary IB, and record the corresponding magnetic force in the table
below.
Current in wire A,
IB [A]
Product of currents,
IA*IB, [A2
]
Magnitude of
magnetic force, F [N]
0.5
1
1.5
2
2.5
3. By comparing the two data tables, what conclusion can be drawn about the relation
between magnetic force and currents?
4. Plot F vs. IA*IB in excel using scatter type. Then use the trendline function to find the
slope. Does it agree with the theoretical slope?
Run III: Dependence of magnetic force on the distance
1. Set IA=3A, IB=1.5A. Adjust the distance between the wires and read the magnetic force.
Distance between
wires, r [m]
1/r, [m-1] Magnitude of
magnetic force, F [N]
1
2
3
4
5
2. Plot F vs. 1/r in excel using scatter type. Then use the trendline function to find the
slope. Does it agree with the theoretical slope?
3. What conclusion can you draw about the relation between magnetic force and
distance?
Lab report
For each run, please include data table, graph (if required), and data analysis in your report.
Answer all questions.

Physics homework help

/in /by

https://cuny907-my.sharepoint.com/personal/german_kolmakov93_login_cuny_edu/_layouts/15/onedrive.aspx?originalPath=aHR0cHM6Ly9jdW55OTA3LW15LnNoYXJlcG9pbnQuY29tLzpmOi9nL3BlcnNvbmFsL2dlcm1hbl9rb2xtYWtvdjkzX2xvZ2luX2N1bnlfZWR1L0VxRGJhNE45UV9sTG5UWXE0MVA1cHpVQm5KLXozcUhvWFlPdnExQ2lBVkFOZnc%5FcnRpbWU9TmR3cEhIU1IyRWc&id=%2Fpersonal%2Fgerman%5Fkolmakov93%5Flogin%5Fcuny%5Fedu%2FDocuments%2FPhysics%20Labs%20Fall%202020%2FLabs%201434%2F9%20Magnetic%20force
 
Magnetic force between two current carrying wires (https://www.geogebra.org/m/JSrCbknr )
Objective
In this simulation we review two different applications of the right-hand rule, and verify the
dependence of magnetic force on currents as well as the distance between the two current
carrying wires.
Pre-lab
Please read pp. 878-879, College Physics, Openstax. The covered material will also be discussed
during the introduction period of the lab class.
Tips for using this simulation
• Wire A and B are both 1-m long portions of a pair of parallel, long conductors.
• Do not try to zoom in/out by scrolling or swiping the mouse within the simulator
window. Instead, change the browser size or use the scroll bar on the right edge of the
browser window to adjust the view.
• Use the control buttons or text input to change currents or distance.
• Use the browser refresh button to go back to the default configuration and setting.
Lab activities and questions
Run I: Right hand rule
1. Start the simulation, and explore the range of the current and the range of the distance
between wires.
2. Set the position of wire A at x=0, and wire B at x=3m. Apply the right-hand rule and
complete the following tables.
Current in wire A,
IA [A]
Direction of magnetic field
produced by IA at x=3m
Direction of magnetic
force on wire B
-3
3
Current in wire B,
IB [A]
Direction of magnetic field
produced by IB at x=0
Direction of magnetic
force on wire A
-3
3
3. You can click the boxes under the current and distance control bars to show the
magnetic field and forces. Do your predictions from the previous step agree with the
simulation?
Run II: Dependence of magnetic force on the currents
1. Check the box next to “show forces”. With IB fixed at 1.5A, vary IA, and record the
corresponding magnetic force in the table below.
Current in wire A,
IA [A]
Product of currents,
IA*IB, [A2
]
Magnitude of
magnetic force, F [N]
1
2
3
4
5
2. With IA fixed at 3A, vary IB, and record the corresponding magnetic force in the table
below.
Current in wire A,
IB [A]
Product of currents,
IA*IB, [A2
]
Magnitude of
magnetic force, F [N]
0.5
1
1.5
2
2.5
3. By comparing the two data tables, what conclusion can be drawn about the relation
between magnetic force and currents?
4. Plot F vs. IA*IB in excel using scatter type. Then use the trendline function to find the
slope. Does it agree with the theoretical slope?
Run III: Dependence of magnetic force on the distance
1. Set IA=3A, IB=1.5A. Adjust the distance between the wires and read the magnetic force.
Distance between
wires, r [m]
1/r, [m-1] Magnitude of
magnetic force, F [N]
1
2
3
4
5
2. Plot F vs. 1/r in excel using scatter type. Then use the trendline function to find the
slope. Does it agree with the theoretical slope?
3. What conclusion can you draw about the relation between magnetic force and
distance?
Lab report
For each run, please include data table, graph (if required), and data analysis in your report.
Answer all questions.

Applied Sciences homework help

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Articles that were used throughout the class that need to be included within this paper
Mind-Body Medicine:
https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5deff73789169/3066494?X-Blackboard-Expiration=1606338000000&X-Blackboard-Signature=8tS9mEriscCejmJiafaFWrav3QHSYeUvpjeev7eePMQ%3D&X-Blackboard-Client-Id=100144&response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Ch.%25202%2520Mind-Body%2520Medicine%2520-Complementary%252C_Alternative%252C_and_Integrative_Health…_—-_%2528Pg_55–81%2529.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20201125T150000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAZH6WM4PL5SJBSTP6%2F20201125%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=03b184571c7635747b98edde9e12247819f96a0fdae5a646f0d52e589b108e80
African American Complementary, Alternative, and Integrative Health:
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For this final paper, students will write an academic research paper about alternative healing modalities through the lens of their respective liberal studies concentration. The research paper students will write is a form of autoethnography: critical personal narrative. Students will prepare a 7-12 page paper including four parts (worth 25 points per section): an introduction, a brief literature review, method of analysis, and results/discussion sections. The goal of this assignment is for you to critically evaluate the ways your feelings, cultural background, social position, values, personal and family histories, and experiences influence your beliefs on the topic of “alternative healing modalities,” which include natural products, mind-body medicine, and other complementary health. The autoethnography is a non-fiction essay, creatively written about a specific incident in your personal history that serves as a platform to describe your relationship with using alternative healing modalities.
Requirements Final Project
Appropriate methods include but are not limited to your original case analysis, textual analysis, rhetorical analysis, autobiography, and
in-depth interviews. You must use at least 2 sources in addition to your class texts. Outside research may include academic journal articles, magazine articles, interviews, information from NPR, and Internet sources. A minimum of 5
“academic sources” must be used for this research paper. All research must be cited appropriately. All papers must follow
APA or MLA guidelines, be double-spaced applying one-inch margins, and use Times New Romans 12pt font.