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August 6, 2025

Home Energy Usage Experiment

Discussion- It’s possible to save a great deal of electrical energy (and money and natural resources) with some simple changes in household electrical use. The trouble is that most of these changes mean either changing behavior or spending money. Do an Internet search and review a few ways to save electrical energy. Discuss at least one change that you think would be reasonable and worthwhile to do in your own home in the next year. Provide your rationale.

Home Energy Use

In this activity, you are going to perform an experiment to track the amount of power you and your family use, then look at some basic patterns in that usage. (NOTE: If you live in an apartment or home in which you do not have access to the electrical meter, consult with your instructor about alternative arrangements, like teaming with a classmate to gather this data.)

This experiment is going to span the course of a full week and require 12 meter readings. It really involves two separate experiments:

tracking daily energy use for a week to compare any usage variations from day to day
comparing a single high-usage time period of a few hours with a single low-usage time period of a few hours to help you identify the extremes in your household electrical use

Home Energy Usage Experiment

You can easily do both experiments during the same time period. This approach would be the easiest and fastest way to proceed. Read the instructions for both Part A and Part B if you wish to do both experiments at the same time.

To begin, you’ll need to find your electric meter, which could be inside or outside of your home. Many electric meters these days are digital and pretty easy to read, but if you have an older “dial-type” meter, go to this electric meter reading guide to learn about how to read and understand it.

For each of the two experiments below, you will first record three simple pieces of data in a table:

1) day and date, 2) time, and 3) the kWh reading from the meter.

Then record the results of three simple calculations:

kWh used: Calculate kWh used since the last reading (subtraction).
Hours elapsed: Calculate the number of hours since the last reading (subtraction rounded to a whole number).
Average kW used: (kWh used)/(hours elapsed). If this number turns out to be 0.36, for example, it means that your average household power usage for the time period was about 360 watts, the equivalent of running six 60-watt bulbs for that whole time period.

Part A

Daily Electrical Usage: Data Collection

Pick a convenient time of day to take readings from your electric meter. You’ll need readings roughly a day apart, but if they differ by only an hour or two, that should be fine. Pick a consistent time you’ll remember, though, such as after getting home for the day. You need to start by doing an initial meter reading, then follow up with a reading every day for the next 7 days. You’ll do 8 readings in all.

Record your readings in the tables below. In addition to the data fields described above, there is a lot of room for usage notes. Record anything that might have substantially affected the electrical usage since your previous reading. This might include the amount of time people were around and awake at home, use of specific devices such as an air conditioner, clothes dryer, TV, or lighting.

Type your response here:

Initial Reading

day & date

time

kWh reading

Day 1 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed ‘

avg. kW used

Day 2 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 3 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used ‘

hours elapsed

avg. kW used

Day 4 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 5 Data Usage notes (since last reading)

day&date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 6 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

Day 7 Data Usage notes (since last reading)

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

10ptSpace used(‘includes formatting): 4030 / 30000

Part B

Home Energy Usage Experiment

Usage Extremes: Data Collection

For this experiment, you’ll measure electrical usage during a time period when you expect to have very light electrical usage (for instance, while you’re asleep at night or during the day when no one is at home). Likewise you’ll measure electrical usage during a time period when you expect to have heavier than average electrical usage. This time period might be in the evening, when lights and other appliances are on. Both of these time periods should be at least 4 hours long, to increase the accuracy of your results.

Record your results in the tables below for each situation. For each time period, you’ll need to take an initial and a final reading.

Type your response here:

Low Usage – Initial Reading

day & date

time

kWh reading

Low Usage – Final Reading Energy Usage Notes

day & date

time

kWh reading
kWh used

hours elapsed

avg. kW used

High Usage – Initial Reading

day & date

time

kWh reading

High Usage – Final Reading Energy Usage Notes

day & date

time

kWh reading

kWh used

hours elapsed

avg. kW used

10ptSpace used(includes formatting): 1981 / 30000

Part C

Let’s start the analysis by looking at your “extreme usage” cases. Compare the two cases in detail—low usage period versus high usage period. Discuss differences between the two as well as any surprises. Things you should cover in your discussion: How much difference was there in average power usage (avg. kW) between the low-usage and high-usage time periods? What might have been running during the low-usage period that used energy? Identify likely “stealth” energy users that you could not turn off during the low-usage period. What do you suppose contributed most to the usage during the high-usage period?

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Part D

Having looked at your “extreme usage” cases, analyze your day-to-day usage. Discuss in detail. Specifically, compare higher usage days to lower usage days. Were there significant variations? Do your conclusions regarding the “extreme” cases help to explain any daily variations? What were the surprises or new insights you had in reviewing this day-to-day usage record?

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Part E

It is possible to save a great deal of electrical energy (and money and natural resources) with some simple changes. You’re probably familiar with what some of those changes are and are now more attuned to your own electrical usage. The trouble is, most of these changes either mean changing behavior or spending money. Search the Web for a few ways to save electrical energy. Record them below and categorize them, if possible, as “change behavior” or “spend money.” You might want to consider adding a “neither” category. There are a few things that don’t really require much change or money at all. Include your sources in your answer.

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Part F

Based on what you’ve learned from your household energy investigation, which of these methods seems reasonable to do in your own home this year? (Do you plan to do it?) Provide your rationale.

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What Is “Wasted” Electrical Energy?

Discuss the production, transmission, and usage of electricity in the context of conservation of energy. When electricity is “used” or we say that energy is “wasted,” what is actually happening?

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Electrical Safety Devices

Perform an Internet search to learn about grounding wires, fuses, and circuit breakers. Specifically,

describe how each device works; and
relate its function to what you’ve learned in this unit about electric current, voltage and resistance.

What is one reasonable and worthwhile change you can make at home to save electrical energy?,
How do you track daily household energy use for a week?,
How does your home’s energy usage vary between high-usage and low-usage periods?,
What are some behavioral or monetary changes to reduce electrical energy consumption?,
What happens when electrical energy is “wasted” during production transmission or usage?

August 6, 2025

Preproduction Planning Activity

By Academic Wizard Blog

Preproduction Planning Activity

Unit: Preproduction Activities

This activity will help you meet these educational goals:

· Content Knowledge—You will employ planning and time-management skills and create a production schedule and budget.

· Inquiry—You will perform an investigation in which you will communicate your results in written form.

· 21st Century Skills—You will apply creativity and innovation, use critical thinking and problem solving skills, and communicate results effectively.

Introduction

In this activity, you will create the production schedule, create the script, and create the budget for the biographical film based on your icon.

__________________________________________________________________________

Directions and Analysis

Task 1: Identify the Steps for Script Creation

Once your production schedule is ready, list the steps for creating a script. Give a brief explanation about your approach.

Type your response here:

Task 2: Identify the Steps for Creating the Production Schedule

Prepare a production schedule for the narrative element you would like to include in your final biographical film.

Type your response here:

Task 3: Identify the Steps for Creating the Budget

Identify the items required during production and list the cost associated with manpower, equipment, location, food and beverage, transport, and talent. Write a note regarding your preparation.

Type your response here:

________Preproduction Planning Activity__________________________________________________________________

Evaluation

Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity of thinking that you exhibit.

Total Points: 100

Task 1: Identify the Steps for Script Creation

Task points: [20]

· (05) analyzing the production schedule

· (15) identifying the steps for creating the script

Task 2: Identify the Steps for Creating the Production Schedule

Task points: [40]

· (10) creating a list of crew and equipment

· (10) identifying responsibilities and tasks of crew members

· (05) using mentoring skills to guide the crew

· (15) creating timelines and deadlines

Task 3: Identify the Steps for Creating the Budget

Task points: [40]

· (15) analyzing the script and identifying the different items required for production

· (25) identifying the cost of different items required per the script

What are the steps for creating a script after the production schedule is ready?,
How do you prepare a production schedule for a biographical film?,
What items should be identified and budgeted for during production?,
How should crew roles and equipment needs be outlined in the production schedule?,
How can you ensure accurate cost estimation for manpower, location, and talent in the budget?

August 6, 2025

Electromagnetic Radiation & Nuclear Energy

By Academic Wizard Blog

Electromagnetic Radiation & Nuclear Energy

Scientists such as Heinrich Hertz, Philipp Lenard, Max Planck, and Albert Einstein made scientific contributions that ultimately demonstrated that light is electromagnetic radiation, and that it has a “dual nature.” Some electromagnetic phenomena are best explained with a particle model, and some with a wave model. In a sense, “wave” and “particle” are just easy mental models for light. We employ them because we are used to seeing waves and particles—such as those in water waves and baseballs—in our daily lives. Electromagnetic radiation is a basic concept in physics, but it doesn’t fit completely into one of these neat little boxes.

Research and discuss at least one modern technology that employs electromagnetic radiation and that can be explained by the wave model, the particle model, or a combination of the two. Some possible technologies include solar panels, burglar alarms, cameras, and cell phones.

Research Fusion and Fission Reactions

Read about Nuclear power and then search the internet for more information about fission and fusion reactions. Use the search terms:

deuterium-tritium fusion reaction
uranium-235 fission reaction
plutonium-239 fission reaction

Part A

Why is the deuterium-tritium reaction the most promising nuclear fusion reaction for future energy production?

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Part B

Why is uranium-235 the most common isotope for nuclear fission in current use in nuclear power generation?

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Part C

Why is it advantageous to produce plutonium-239?

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Electromagnetic Radiation & Nuclear Energy

Calculations

Complete the calculations for each nuclear reaction listed below.

Use these resources to better understand the activity at hand and to help in your tasks:

Conversions:

1MeV = 1.6 x 10-13 J
Energy use per person per year in the United States = 3.5 x 1011 Joules
(estimated, varies by source, August 2009)
Approximate population of USA: 310,000,000

Question 1

Deuterium-Tritium Fusion Reaction

Given: energy released = 17.59 MeV per deuterium/tritium reaction pair (mass = 5 amu)

Part A

List the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

Given MeV per reaction, calculate energy in joules per kilogram of reactants.
Consider 1 mole of tritium plus 1 mole of deuterium to be a mole of “reactions” (total molar mass = 5 grams).

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Part C

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years.

Energy use per person per year in the United States = 3.5 × 1011 joules.
Base your calculations on a current population of 310,000,000.

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Question 2

Uranium-235 Fission

Given: energy released = about 200 MeV per individual reaction (mass = 235 amu)

Part A

Find the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

Given MeV per reaction, calculate energy in joules per kilogram of reactants.
Consider 1 mole of uranium-235 to be a mole of “reactions” (molar mass = 235 grams).

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Part C

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years:

Provide the energy use per person per year in the United States = 3.5 × 1011 joules.
Base your calculations on a current population of 310,000,000.

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Question 3

Plutonium-239

Given: energy released = about 200 MeV per individual reaction (mass = 239 amu)

Part A

List the balanced nuclear reaction.

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Part B

Determine the energy released per kilogram of fuel used.

Given MeV per reaction, calculate energy in joules per kilogram of reactants.
Consider 1 mole of plutonium-239 to be a mole of “reactions” (molar mass = 239 grams).

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Part C

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years.

Energy use per person per year in the United States = 3.5 × 1011 joules.
Base your calculations on a current population of 310,000,000.

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Analysis and Conclusions

Write a summary of your findings from the calculations section above. Discuss information from your research and the pros and cons of each energy alternative.

Part A

Summarize the results of your calculations from Task 2.

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Part B

Discuss the pros and cons of fission and fusion reactions based on your research.

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Part C

Write your conclusions as to which nuclear reaction is the best alternative energy source.

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Electromagnetic Radiation & Nuclear Energy

Describe a modern technology that demonstrates light’s wave-particle duality.,
Why is the deuterium-tritium fusion reaction the most promising for energy production?,
Why is uranium-235 commonly used in nuclear fission reactors?,
Why is plutonium-239 production advantageous?,
Which nuclear reaction (fission or fusion) is the best alternative energy source? Explain.

August 6, 2025

Electromagnetism & Aurora Discussion

By Academic Wizard Blog

Electromagnetism & Aurora Discussion

discussion- Research and discuss the aurora borealis in terms of electric charges, magnetic fields, and forces. Which times of the year are best for seeing the northern lights, and where are the best places to view them? Explain your answers. Also identify links to good images. If you’ve ever seen the aurora borealis, describe your experience and note the time and place that you saw it.

Faraday’s Law

Electric generators use the properties of electromagnetism to transform kinetic energy into electrical energy. Many electric generators work by spinning a permanent magnet near coils of wire. Experiment with this simulation of electricity generation to visualize how this process works. Once the simulation opens, try moving the permanent magnet around to see what happens. Also rapidly switch the polarity of the magnet by repeatedly clicking on the magnet icon at the bottom of the page, and observe the effect.

Part A

Try moving the magnet in the different ways described in the table below,. Record your observations in the second column of the table.

Motion Observations

Move the magnet straight through the coil, leading with the north pole. Once the magnet is completely through, move it back to its original position.

Move the magnet straight through the coil, only this time leading with the south pole. Once the magnet is completely through, move it back to its original position

Put the magnet in the center of the coil, but don’t move it.

Put the magnet on the outside of the coil. Repeatedly move it up and down while outside of the coil.

Keeping the magnet outside of the coil. Repeatedly move it back and forth horizontally.

Place the magnet back inside of the coil. Now repeatedly switch the polarity of the magnet by pressing the button toward the bottom-right of the page over and over again.

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Part B

After producing electricity in many different ways, describe what causes electricity to flow in the coil? In your response, describe the types of forces acting on the electrons and how they result in movement.

Electromagnetism & Aurora Discussion

As you know, loudspeakers are used for communication at sporting events, and in schools or supermarkets. Research loudspeakers on the Web. Describe the components of a speaker and explain how it produces sound. In particular, explain how the force on a current-carrying wire in a magnetic field is used to make a speaker operate.

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Electromagnetism & Aurora Discussion

Throughout this lesson, you learned about the lives and contributions of key scientists in this area of physics. Create a timeline that ties them all together. The timeline does not need to be highly detailed, but it should do the following:

Include at least the four major scientists covered in this unit: Oersted, Ampère, Faraday, and Tesla.
Include key contributions of each scientist and provide a year, if possible, for those contributions.
Note any relationships among these and other scientists, especially if one developed something based on the work of another.
Arrange the scientists chronologically by their first key contribution, not by their birth date.

How are electric charges magnetic fields and forces involved in the aurora borealis?,
When and where is the best time/place to view the northern lights?,
What causes electricity to flow in a coil during electromagnetic induction?,
How do loudspeakers use electromagnetism to produce sound?,
What is a timeline of contributions from Oersted Ampère Faraday and Tesla?

August 6, 2025

Force & Acceleration Lab

By Academic Wizard Blog

Force & Acceleration Lab

1) Introduction: Explain the theory behind this experiment in a paragraph between 150 and 250 words. (2 Points)

Suppose you are using external resources; include the reference. It would be best if you had any relevant formulas and explanations of each term. You may use the rich formula tools embedded here.

2) Hypothesis: In an If /Then statement, highlight the purpose of the experiment.

For instance: If two same shape objects with different masses are dropped from the same height, they will hit the ground simultaneously. (2 points)

Post-lab section:

Force & Acceleration Lab

3) Attach your analysis here, including any table, chart, or plot image. (3 Points)

4) Attach the image of any table, chart, or plot here. (4 points)

Each part is 2 points.

Table 1 and the calculation of the percent error.

Table 2 and the calculation of the percent error.

5) Attach the image of samples of your calculation here. (2 points)

6) In a paragraph between 100 and 150 words, explain what you Learn. What conclusion can you draw from the results of this lab assignment? (2 points)

7) In one sentence, compare the results of the experiment with your Hypothesis. Why? (1 point)

8) Attach your response to the questions in the lab manual here. (4 points)

Force & Acceleration Lab

What is the theory behind this experiment?,
What hypothesis describes the experiment’s purpose?,
How is percent error calculated in data analysis?,
What was learned from conducting the experiment?,
Do the experimental results support the hypothesis?

Comprehensive General Answer:

Pre-Lab Section

1) Introduction (Theory)

This experiment aims to verify Newton’s Second Law of Motion, which states that the force acting on an object is equal to the product of its mass and acceleration, expressed by the formula:

$F = ma$

Where:

$F$ = Net Force (Newtons, N)
$m$ = Mass of the object (kilograms, kg)
$a$ = Acceleration (meters per second squared, m/s²)

The theory predicts a direct proportionality between applied force and acceleration when mass is constant. In practical experiments, factors like friction and air resistance must be minimized or accounted for, as they introduce deviations from ideal behavior. Data will be collected by applying varying forces to a cart of fixed mass and recording the resulting acceleration. Comparing theoretical acceleration (calculated from force and mass) with experimental values (measured) allows us to analyze the law’s validity through percent error evaluation. A small percent error would indicate experimental confirmation of Newton’s law.

Reference: Halliday, D., Resnick, R., & Walker, J. (2014). Fundamentals of Physics, 10th Ed., Wiley.

2) Hypothesis (If/Then Statement)

If the applied force on a constant mass increases, then the object’s acceleration will increase proportionally, confirming Newton’s Second Law.

Post-Lab Section

3) Data Analysis (Sample Explanation)

We recorded the applied forces and measured the acceleration using motion sensors. The theoretical acceleration was calculated using:

$atheoretical=Fma_{theoretical} = \frac{F}{m}$

The experimental acceleration was determined from velocity-time graphs. Percent error was calculated using:

$Error=∣aexperimental−atheoretical∣atheoretical×100\% \, \text{Error} = \frac{|a_{experimental} – a_{theoretical}|}{a_{theoretical}} \times 100$

Data tables (Table 1 and Table 2) present values of force, mass, acceleration (theoretical and experimental), and calculated percent errors.

4) Tables & Percent Error Calculations

Table 1 (Force vs Acceleration): [Insert Image Here]
Table 2 (Percent Error Analysis): [Insert Image Here]

Each table lists applied forces, calculated accelerations, and corresponding percent error values for each trial.

August 4, 2025

Worship Devotional Planning

By Academic Wizard Blog

Worship Devotional Planning

Who – Determine your audience. For the purposes of this course, you do not need to actually present the devotionals. However, you should think through areas in your ministry where it is appropriate to share a devotional. For example, if you are a worship leader or aspiring worship leader, it would be appropriate to tailor your devotionals toward your worship team members. If you serve with the student ministry at your church, you might gear your devotionals to teenagers. Determine the most fitting audience for your devotionals.

My target audience is teenagers in the student ministry at my church

Who is your target audience for the devotionals? (Type your answer in the box below. Note: If you cannot type inside the box, be sure you have “enabled editing” on the top of the document after download.)

Worship Devotional Planning

Step 2:

Why – Explain why it is important for your chosen audience to understand the principles of worship. What are the current circumstances they may be facing? What truths do they need to hear? What are the cultural factors within the ministry and within your geographic region that necessitate this study?

It is important for teenagers in the student ministry to understand the principles of worship. Teenagers are in a formative stage of life where their values, identity, and spiritual habits are being shaped. Many are facing challenges such as peer pressure, social media influence, questions about their self-worth, and academic stress. Today’s culture often pushes them to focus on themselves and seek quick satisfaction. Therefore, they need to hear that worship is not just about singing songs at church. Instead, it is about living every day in a way that honors God. When teens understand worship as a lifestyle, it helps them grow in their faith. This also helps them develop spiritual maturity. Cultural trends within our region often value image over authenticity. Thus, it is important they learn that true worship comes from a real, personal relationship with God.

Write one paragraph explaining why this groups needs to understand principles of worship: Type your answer in the box below. Note: If you cannot type inside the box, be sure you have “enabled editing” on the top of the document after download.)

Step 3:

What – Determine one devotional topic from the following options:

We Were Created to Worship	Worship the Names of God
Brokenness in Worship	Worship As a Way of Life
Public and Private Worship	Worship and Service
The Role of the Worship Leader	Worship and Witness

Worship As a Way of Life

What is your selected topic? (Type your answer in the box below. Note: If you cannot type inside the box, be sure you have “enabled editing” on the top of the document after download.)

Worship Devotional Planning

Who is your target audience for the devotionals?,
Why is it important for this group to understand the principles of worship?,
What are the current challenges or circumstances they are facing?,
What truths do they need to hear regarding worship?,
What devotional topic have you selected to address their needs?

August 4, 2025

Squidwork Inc. Informative Speech

By Academic Wizard Blog

Squidwork Inc. Informative Speech

ouchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can’t submit it until you have completed the unit’s Challenges and Milestones. Once you’ve submitted a Touchstone, it will be graded and counted toward your final course score.

This particular Touchstone gives you an opportunity to practice your productivity, technology, and self and social awareness skills. You will show that you can properly prepare to deliver a speech to your team. (You’ll also have a chance to practice your self and social awareness skill as you craft your message.) Together, these skills will allow you to communicate your best with a variety of audiences and for a variety of purposes both in and outside work, making you more productive no matter what task you take on.

Touchstone 2: Deliver an Informative Speech

SCENARIO: You are a manager at Squidwork, Inc., which is a lucrative online boutique (e-commerce company) that has gone through massive growth in a short amount of time. Over the past two years, there has been an increase in revenue, the team has expanded significantly, and additional leadership has been added to each department. It is the hope of the company to go into the new fiscal year more efficient, structured, and equipped to continuously meet the demands of the modern-day consumer. A mass communication with more details will be shared across the company. ASSIGNMENT: In this assignment, as the manager, you will give a 3-5 minute informative speech to your team on the overall status of the company going into the new year. An informative speech is intended to deliver information. No call to action is required for this type of speech. You will emphasize how the company is doing financially (growth and revenue), how the company has expanded, and address any areas of focus in the upcoming year. In your speech, you must emphasize the following key notes:

1. Financial status: Emphasize how the company is doing financially (growth and revenue)

a. Significant increase in orders

a. Two-year revenue climb

a. Consistent improvement in orders and revenues in the past four quarters

2. Expansion: Mention the number of team members associated with the company and how the company has expanded

b. Hired 115 new employees over several departments

b. Total of 265 full-time employees

b. Hired new COO

Squidwork Inc. Informative Speech

b. New supervisory and managerial leadership in the following departments: Purchasing, Receiving, Merchandising/Channel Management, Listing, Customer Service, Picking, Packing/Shipping/Quality Control.

3. Areas of focus: Address the company goal to “become more efficient, structured, and equipped as a team to continue to meet the demands of the consumer.”

c. Focus on collaboration across departments

c. Invest in updated technology

c. Monitor performance and adjust strategies as needed

In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.

A. Directions

Step 1. Create a Speech Based on the Scenario Provided

Consider the audience and purpose and create your speech utilizing the five main parts of any speech:

Main Parts of a Speech	Description
1. Attention statement	Greet and address your audience with an attention statement that draws their focus to you and your speech.
2. Introduction	Clearly state the purpose of your speech, while engaging the audience and establishing credibility.
3. Body	Identify key areas that need to be addressed in your speech: 1. Financial status: Emphasize how the company is doing financially (growth and revenue) a. Significant increase in orders a. Two-year revenue climb a. Consistent improvement in orders and revenues in the past four quarters 2. Expansion: Mention the number of team members associated with the company and how the company has expanded b. Hired 115 new employees over several departments b. Total of 265 full-time employees b. Hired new COO b. New supervisory and managerial leadership in the following departments: Purchasing, Receiving, Merchandising/Channel Management, Listing, Customer Service, Picking, Packing/Shipping/Quality Control. 3. Areas of focus: Address the company goal to “become more efficient, structured, and equipped as a team to continue to meet the demands of the consumer.” c. Focus on collaboration across departments c. Invest in updated technology c. Monitor performance and adjust strategies as needed
4: Conclusion	Summarize your speech by relating the key notes in the body to the overall topic.
5: Residual message	Leave a lasting impression on your audience by closing the speech in a memorable manner.

How is Squidwork Inc. performing financially regarding growth and revenue?,
In what ways has the company expanded in terms of workforce and leadership?,
What are the company’s key focus areas for the upcoming year?,
How should the speech be structured to effectively inform the team?,
What is an appropriate concluding message to leave a lasting impression?

August 4, 2025

Struggles with Oppression Terminology

By Academic Wizard Blog

Struggles with Oppression Terminology

Discuss a time when you may have had difficulty discussing an issue related to oppression, privilege, or intersectionality due to struggles with using the terminology. In this situation, what sort of uncertainty or struggle did you face? What was the outcome? What did you learn from this unit that can help you overcome the struggle when discussing the issue?

Describe a time you had difficulty discussing oppression, privilege or intersectionality due to terminology struggles.,
What kind of uncertainty or struggle did you face in that situation?,
What was the outcome of the situation?,
What did you learn from this unit that can help you in the future?,
How will this learning help you overcome struggles when discussing these issues moving forward?

Comprehensive General Response:

I recall a time during a class discussion on intersectionality and privilege when I struggled to articulate my thoughts on how race and socioeconomic status intersect to compound systemic oppression. While I understood the concepts mentally, I found it challenging to use precise terminology without feeling like I might misuse the terms or unintentionally offend someone. Specifically, terms like “white privilege,” “microaggressions,” and “systemic oppression” felt weighty, and I was uncertain if I was applying them correctly or overgeneralizing.

This uncertainty caused me to hesitate, fearing that my lack of fluency in academic social justice language might cause misunderstanding or appear insensitive, especially among peers with lived experiences I do not share. The result was that I became overly cautious and contributed less to the discussion, which limited a potentially valuable exchange of perspectives.

From this unit, I learned that terminology is a tool for understanding, not a gatekeeping mechanism. It’s okay to approach these conversations with humility and openness, acknowledging when I am learning and asking clarifying questions. The concept of “intentional listening” and using “I-statements” helps frame discussions respectfully, even when I’m not fully confident in the technical jargon.

Additionally, understanding that intersectionality is not just a buzzword but a framework for recognizing layered identities and systems of power gave me clarity. For example, discussing “the intersection of gender and immigrant status” can be a way to explore unique experiences without needing to label everything perfectly upfront.

Moving forward, I will prioritize active learning and asking questions rather than avoiding the conversation. Instead of fearing missteps, I can engage in dialogue with an attitude of curiosity and respect, which is essential for genuine allyship and advocacy.Struggles with Oppression Terminology

August 4, 2025

Form 990 Nonprofit Transparency

By Academic Wizard Blog

Form 990 Nonprofit Transparency

A nonprofit is like a house made of only windows and with no curtains. Everything done should be made known to the public in some way. The IRS Form 990 or Return of Organization Exempt From Income Tax Form, was designed to enhance transparency and promote tax compliance while minimizing the burden for the filing organization.

Prior to beginning work on this discussion forum,

· Read Chapter 4 from your textbook.

· Review Demystifying the 990-PF Links to an external site. .

· Find two Form 990 filed by different nonprofits using one of the following websites:

· GuideStar Links to an external site.

· This website is free but requires you to sign up to use. For help navigating this website, review this video: US IRS Form 990 Nonprofits Guidestar SearchLinks to an external site. .

· Nonprofit Explorer: Research Tax-Exempt Organizations Links to an external site.

· Watch Form 990 Tutorial – Full Links to an external site. .

https://youtu.be/cgrxDudlB8M

Form 990 Nonprofit Transparency

In your initial discussion forum post,

· Include the links to the two Form 990s you found.

· Describe what each Form 990 tells you about the two companies you chose.

· Discuss your thoughts about whether you would consider donating to these nonprofits based on their Form 990 and why.

· Explain some of the benefits and drawbacks of Form 990 in terms of financial transparency, trust, and accountability.

Reminder:

Form 990 Nonprofit Transparency

Support your argument with at least two credible sources. For help finding and citing your sources, review the Scholarly, Peer-Reviewed and Other Credible Sources Links to an external site. tip sheet and APA Style Links to an external site. webpage.

What are the links to the two Form 990s selected?,
What information does each Form 990 reveal about the nonprofits?,
Would you consider donating to these nonprofits based on their Form 990? Why or why not?,
What are the benefits of Form 990 in promoting transparency trust and accountability?,
What are the drawbacks or limitations of Form 990 in these areas?

Comprehensive General Response:

Links to Two Form 990s:

American Red Cross — Form 990 Link
Feeding America — Form 990 Link

Form 990 Insights for Each Nonprofit:

American Red Cross (ARC):
The ARC’s Form 990 highlights its vast national operations, substantial revenue through contributions, grants, and program service revenue, and detailed expense allocation. A significant portion of expenses goes towards program services, with detailed disclosure of executive compensation and governance policies. ARC’s investments in disaster relief, blood services, and community programs are well-documented, portraying a large-scale humanitarian organization with structured financial oversight.

August 4, 2025

Policy-Driven Advocacy at Center to Rise

By Academic Wizard Blog

Policy-Driven Advocacy at Center to Rise

Journal #4 Topic: How does your agency use policy to inform their practices and advocate for the clients served. You may also include other reflections in your journal but please ensure to speak about the topic for the journal as well.

Be sure to utilize all headings, including paragraph headings, in your journal. Paragraph Headings: What, So What, Now What, Summary.

· What: State facts and observations of the event/situation. (objective)

· So What: Students to present personal thoughts, reflections, and/or feelings about the event/situation. May also include a discussion about how your perspective has changed. (subjective)

· Now What: Based on educational knowledge already possessed or learned, how does that knowledge affect your future behavior or action in connection with the event/situation? Clearly connect knowledge with social work practice. (see explanation below)

Policy-Driven Advocacy at Center to Rise

· Summary: Brief overview of the journal. Each heading discussion should be about the same event/situation.

Focus (discussion of Journal) may be any Topic of the Week on the Syllabus OR any experience or observation that you had during your internship at the agency.

How to Connect knowledge to practice in your journal?? Discuss knowledge that you learned or know through your education and how you applied that to your practice in field placement. Why are you doing what you are doing as a social worker?

Journals should be no more than 1.5 pages in length, double-spaced, and in APA 7th edition format.

The agency is Center to Rise – Here’s the website: https://centertorise.com/

This is the same agency where I completed my placement during Term 1 last semester. While the assignments for last semester and the current semester (Placement Term 2) share the same structure and requirements, the content must be original and not identical. However, it can reflect similar themes or experiences, given that it is the same agency.

Reflection 4 journal during the last term had a complete different question, so I didn’t attach the previous assignment here.

However as sample, I’ve attached the reflection journal 1, 2 & 3 that you completed on this 2nd term.

Policy-Driven Advocacy at Center to Rise

How does Center to Rise use policy to inform its practices?,
In what ways does the agency advocate for its clients through policy?,
What personal reflections or feelings emerged from observing these practices?,
How will this knowledge influence future social work practice?,
How does educational learning connect to field placement experiences?

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Author Archives: Academic Wizard

Home Energy Usage Experiment

Home Energy Use

Home Energy Usage Experiment

Part A

Part B

Home Energy Usage Experiment

Part C

Part D

Part E

Part F

What Is “Wasted” Electrical Energy?

Electrical Safety Devices

Research Fusion and Fission Reactions

Part A

Part B

Part C

Calculations

Question 1

Part A

Part B

Part C

Question 2

Part A

Part B

Part C

Question 3

Part A

Part B

Part C

Analysis and Conclusions

Part A

Part B

Part C

Faraday’s Law

Part A

Part B

Force & Acceleration Lab

Force & Acceleration Lab

Force & Acceleration Lab

Comprehensive General Answer:

Pre-Lab Section

1) Introduction (Theory)

2) Hypothesis (If/Then Statement)

Post-Lab Section

3) Data Analysis (Sample Explanation)

4) Tables & Percent Error Calculations

Comprehensive General Response:

Comprehensive General Response:

Links to Two Form 990s:

Form 990 Insights for Each Nonprofit: